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[ JFhoU Number 209 

UNITED STATES BUREAU OF EDUCATION 

^'IRCTJLAR OF INFORMATION NO. 1, 1894 




CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY 

EDITED BY HERBERT B. ADAMS 



No. 18 



HISTORY 



OF 



Higher Education in Rhode Island 



BY 



WILLIAM HOWE TOLMAN, Ph. D. 



WASHINGTOI^ 

GOVERNMENT PRINTING OFFICE 
1894 




"^%^#1 



FRONTISPIECE. FIRST BAPTIST CHURCH. 



/ [TJlioIe Nn m her S09 

UNITED STATES BUREAU OF EDUCATION 
CIRCULAR OF INFORMATION NO. 1, 1894 



CONTRIBUTIONS TO AMEHICAN EDUCATIONAL HISTORY 

EDITED BY HERBERT B. ADAMS 



No. 18 



HISTORY 



OF 



Higher Education in Rhode Island 



^VV^*' 



WILLIAM HOWE TOLMAK, Ph. D. 



WASHINGTON 

GOVERNMENT PRINTING OFFICE 
189-i 



.m 



14570 



A-\ 



^Kt^'> 




1898. 



/ 



TABLE OF CONTENTS. 



Page. 

Letter of transmittal 9 

lutroductiou 11 

PART I. 

COLOXIAL AND LaTER EDUCATION 13 

Sketch of the colony 13 

Colonial traits 13 

Roger Williams 14 

Contributory sources o^ education 16 

iSunday schools 16 

►Stephen Hopkins, a type 17 

Li1)raries ^ 18 

Colonial education 1 19 

Variety of schools 19 

Support of schools 20 

Schoolhouses and rooms 21 

Slow educational development » 23 

Separation of church and State 23 

Disj)utes regarding the boundary 24 

Isolation of the planter life 25 

Free public school system 25 

Early methods 25 

Eft'orts of the proprietors : . 25 

John Howland 27 

Petition of the Mechanics' Association 29 

Providence schools 29 

Revival of public schools 30 

Henry Barnard 30 

PART II. 

Academies AND Preparatory Schools 33 

Introductory 33 

University Grammar School ,. . 34 

Kingston Academy 39 

Friends' School 41 

Washington Academy 52 

Kent and East Greenwich Academy 57 

Smithfield Seminary and Lapham lusti tute G6 

Smithfield Academy 71 

PART III. 

Education of Women 77 

Young Ladies' High School 77 

Young Ladies' School, Prof. Lincoln 83 

Warren Ladies' Seminary 84 

Normal School 88 

3 



4 TABLE OF CONTENTS. 

PART IV. 

Page. 

Bhown TTnivkrsity 93 

Introductory 93 

jAMKs Manning, 1764-1791 94 

Design of the college 94 

Biogiiiphy of Manning 95 

Correspondence 96 

Funds 97 

Location 97 

First commencement 1**1 

Course of study 103 

Management 104 

Prominent men 104 

Discipline 105 

Land and buildings 107 

Revolutionary period - 108 

Closing years of Manning Ill 

Jonathan Maxcy, 1791-1802 1 11 

Policy of the college 112 

Sketch of President Maxcy 112 

Asa Mksser, 1802-1826 1 14 

Introdviction 1 14 

Foundation of professorship of oratory 1 14 

Change of name 1 15 

University Grammar School 116 

Hope College 1 16 

Biographical sketch of Messer 117 

His policy 118 

Reminiscences 119 

Francis Wayland, 1826-1855 120 

liiography 1-0 

Characteristics 121 

Class-room manner » 122 

Discipline 124 

What he did for the college 125 

Public services 127 

New system 128 

Manning Hall - 131 

Rhode Island Hall 132 

University extension 133 

Barnas Sears, 1855-1867 133 

Early days 134 

Public services 136 

Poabody trust fund 136 

Scholarships 139 

Exem])tiou from taxation of college property 142 

Agricultural lands 144 

Professor Dunn 1 lij 

Alexis Caswell, 1868-1872 148 

Biography 1*18 

The man and teacher 149 

Prof(^ssioual services b>0 

Closing days 151 



TABLE OF CONTENTS. 5 

I'age. 

E.G. Robinson, 1872-1889 152 

Slater Hall 153 

Sayles Memorial Hall 153 

Library 156 

Professor Diman 158 

Professor Chace 162 

Professor Greene 165 

Elisha B. Andrews, 1889 167 

Course of study 168 

Wilsou Hall 182 

Present policy 183 

Professor Gammell 188 

The library 190 

Brown in '61 194 

Societies 196 

Athletics 199 

Professor Lincoln 199 

PART V. 

The Rhode Island College of Agriculture and Mechanic Arts 201 

Courses of instruction 202 

Bibliography 209 



LUSTRATIONS 



First J^aptist Church, Providence Frontispiere. 

East Greenwich Academy 60 

Brown University — Front campus 96 

University Hall 108 

Hope College 116 

Manning Hall - 130 

Rhode Island Hall 134 

Slater Hall 152 

Sayles Memorial Hall 156 

Library 158 

Middle campus — Slater, Manning and University Halls 168 

Chemical laboratory 178 

President's house 184 

Interior of library 190 

jfymnasium 198 

Rhode Island Agricultural College : 

Chemical Laboratory, College Hall, Dining Hall 202 

College farm house and barns - 204 

A corner in the mechanical laboratory 206 

Woodwork done by students 206 

A part of the art hall 208 

Horticultural department vineyard 208 

7 



LETTER OF TRANSMITTAL. 



Department of the Interior, 

Bureau of Education, 
Washington, B. C, July 31, 1894. 

Sir : I have the honor to trausrait herewith for publication the mono- 
graph entitled " History of Higher Education in Rhode Island," by 
Dr. William Howe Tolman. This monograph is No. 18 in the series of 
" Contributions to American Educational History," edited by Prof. 
Herbert B. Adams. The present circular, relating to the history o' one 
of the original thirteen States, whose colonial history goes back to 1^30, 
is of interest to the student and reader because it raises the question 
whether religious freedom reacted favorably on the establishment of a 
system of education in the early colonial days of the New England 
colonies. It is claimed that union of Church and State existed among 
the Puritans, and the educational system became the care of the Gov- 
ernment through the clergy, who were in civil authority and gave their 
attention to education and educational systems. In Rhode Island no 
person was molested, punished, disquieted, or called in question for 
any matters in religion that did not actually disturb the civil peace of 
the colony. By reason of this emphasis placed on the separation of 
Church and State, and the consequent feeble efforts toward united 
action in founding schools, a large number of the clergy were found to 
be without any special training, and this led to the agitation which 
resulted in the establishment of Rhode Island College (now Brown 
University) in 1704, in order that members of the Baptist denomination 
might have an institution where a liberal education could be acquired. 

The first part gives an account of colonial and later education. The 
personal influence of Samuel Slater, who opened his house as the meet- 
ing place of the first Sunday-school in the colonies, September, 1799, 
and Stephen Hopkins, of whom President Manning said : " Few men 
in x)ublic life at that time had so thoroughly applied themselves to the 
study of books and men," furnish interesting studies for the historian 
of education. The name of Dean Berkeley (George Berkeley, Dean of 
Derry, and afterwards bishop at Cloyne) is prominent in the origin of 
the first public library in the colony, 1730. 

The variety of schools, the slow educational development, and the 
free public school system (first developed in Newport in 1640 and in 

9 



10 LETTER OF TRANSMITTAL, 

Providence in 16G3), with the efforts of John Howland and Henry Bar- 
nard in education, are briefly but intelligently discussed. 

The second part is devoted to the study of academies and prepara- 
tory schools. The University Grammar School, whose principal, James 
Manning, was the first president of lihode Island College, Greenwich 
Academy, and the Friends' School are jierhaps the three most impor- 
tant. The third part is devoted to the education of women. 

The fourth part is a history of Brown University. The history of 
higher education in Rhode Island is properly said to be a history of 
Ehode Island College and Brown University, and accordingly the his- 
tory of this institution occupies the greater part of this monograph. 
Under such presidents as Manning, Wayland, Sears, Robinson, and 
Andrews, the labors of such professors as Lincoln, Harkness, Dunn, 
Dim an, Gammell, and others were and are of that efficient because 
personal character that imparts the highest intellectual instruction to 
the student. 

The Rhode Island College of Agriculture and Mechanic Arts was 
organized and chartered subsequent to the date of preparation of 
original manuscript of this circular. 

To the foresight and wise discrimination of my predecessor in the 
office of Commissioner of Education, Hon. N. H. R. Dawson, the credit 
is due for the development and inauguration of the plan to publish 
this valuable series of monographs. 

Very respectfully, your obedient servant, 

Wm. T. Harris, 

Commissioner, 

Hon. Hoke Smith, 

Sei^retary of tlie Interior, Washington^ JD, C. 



HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 



INTEODUCTION. 

The history of higher education in Rhode Island is the history of 
Brown University, because that is the only university in the State. 
But the term "higher education" has been interpreted generously, in 
order to include academies and schools of a similar nature. Many of 
these were preparatory for college and others furnished a practical edu- 
cation in navigation, surveying, or other special branches. In some 
cases the academy or school was established in response to a feeling of 
special need on the part of a particular community. There were no 
graded schools nor was there a general system of education. It is, 
therefore, difficult to determine which were the institutions for higher 
education. Some with no more pretentious title tlian "school," "acad 
emy," or "seminary" gave instruction in their advanced classes in some 
of the studies pursued in the freshman class in college. It seeuied 
fitting that such institutions should have a place in the history of 
higher education, and a portion of this monograph has been devoted 
to academies. A sketch of common-school education has been giveo 
in order to connect colonial with the more recent ])hases of educational 
devolopment. 

In comparison with her sister colonies Rhode Island was slow in 
establishing a general system of education and the University was not 
founded till 1764. Accordingly, a sketch of the colony has been given 
stating the condition of education at that time; noting the contributory 
sources to education, and showing why the general educational develop- 
ment was so tardy. In colonial days Newport was the second city in 
the country, ranking next to New York. The superiority of Newport 
was gained through her commercial relations, for a i)rosperous com- 
mercial center is progressive. The relations between commerce and 
education are of interest in the earlier history of the State. 

Nearly all of the academies were founded under denominational 
intiuences, but their advantages wt^e extended to all. They were all 
of a high grade, and formed educational centers, where a student 
obtained preparation for Brown University, or received a general edu- 

11 



12 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

cation. The majority of the academics offered iiistiuctiou to both 
sexes. Some were entirely for female instruction, and have been 
described in the chapter on education for women. 

The history of Brown University occupies the greater part of the 
monograph; the natural divisions of the subject are the periods of the 
various administrations. There have been seven presidents previous 
to Dr. Elisha B. Andrews. The treatment of the earlier admiuistra- 
tions has been largely biographical. "An institution is the lengthened 
shadow of one man." Hence the life purpose, the striving for its accom- 
plishment, the character of the founders and the early administrators 
of the University are of interest to the students of institutional history. 
As the University became firmly established, and as it increased in 
material equipment, attention has been directed to those phases of its 
history, yet even here the personality of the leaders must be noted. 
The growth of the University has been steady and peaceful; high 
standards of instruction have been maintained; and the relations 
between the institution and the community have been cordial. When 
the State or municipality has needed the aid of educated men for spe- 
cial services of a public character, cheerful responses have been accorded 
by the academic staff. Some of the presidents gave the University the 
beneiits of the best years of their experience, and withdrew from its 
councils while still in their maturity to engage in pursuits of a public 
nature. The charter of the University is most liberal, and the same 
characteristic is true of its policy. While the administrators of the 
University have been conservative, they have ever shown themselves 
willing to adopt methods that would advance the best interests of 
Brown. Under the presidency of Dr. Andrews the present depart- 
ments have been strengthened, University extension has been success- 
fully organized in neighboring cities, and plans are being formulated 
to found a school of applied sciences. There is every indication that 
Brown is fulfilling all the hopes of her best friends, in becoming a 
center for higher education. 



PART I. 
COLONIAL AND LATER EDITCATION. 

Sketch of the Colony. 

In writing the liistory of edncation in Rliode Island, it is necessary 
to sketch in outline the early history of the colony, in order to learn its 
personnel and its relation to the other colonies. In treating of the early 
history of the colonies, it must be remembered that underneath all the 
variety of local developments, was the broad foundation of Anglo- 
Saxon self- sufficiency. Each colony had the roots of its early life far back 
in the past, and did not gain its more rounded development at a leap. 
It was a plant of slow growth. These men, the founders of our consti- 
tution, practical politicians who knew how iniiuitely difficult a business 
government is, desired no bold experiments. They preferred, so far as 
circumstances permitted, to walk in the old paths, to follow methods 
which experience had tested. 

The early life of the colonies was varied. In Massachusetts the close 
union of church and State gave rise to a system which early fostered 
educational movements, although it can not be admired for that amount 
of toleration which characterized some of her sister colonies. The 
educational movements in the different colonies varied according to 
their physical characteristics, personnel and religious rule. In any 
account of the history of education in Rhode Island, the unity of the 
work would be incomplete were there no reference to the early colonial 
period. Were the founders and settlers of this State men to demand 
and appreciate the advantages of education f Was the environment 
such that when an educational movement was started it could grow 
under the stimujus of a broad and catholic public opinion? 

COLONIAL TRAITS. 

To answer these questions and to get an idea of those times, in order 
that the animus of the colonists may be seen, it will be imperative by 
way of introduction to the educational history to glance at the early 
history of the colony. This is all the more necessary because events 
of the past are so liable to be viewed with the eyes of the present. 

Some idea of the manners and customs may be gathered from the 
reminiscences of Samuel Thurber. 

As respects schools previous to the year 1770, they were but little thought of; 

there were in my neighborhood 3 small schools, perhaps about a dozen scholars in 

each. Their books were the Bible, spelliug book, and primer. Besides these there 

were 2 or 3 women schools. When one had learned to read, write, and do a sum iu 

the rule of three, he was fit for business. " 

13 



14 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Mauuers and fashiDiis were very plaiu. The dress iii general was meant to be 
durable. Men mostly with wash-leather breeches ; cloth for most purposes gener- 
ally manufactured in their families; laljorers of almost every description with 
leather aprons; the best dress of the most opulent was of English manufacture, iu 
a plain style. The mail was carried by a Mr. Mumford on horseback, once a week, 
between Providence and New London, and so back. May, 1776, I went to Pomfret, 
36 miles, in a chaise. The road was so stony and rough that I could not ride out 
of a slow walk but very little of the way. I was near two days in going, such was 
the general state of our roads at that time. 

Business and occujiatiou was similar to what it now is, except machine manu- 
facturing. Furniture iu general was very plaiu, mahogany was little iiuowu. 
Almost every article of wood was straight, without much paint or polish. But little 
crockery and that of a coarse kind. Pewter and wood were the principal table 
furniture. Two would often be eating out of the same dish, and perhaps a dozen 
drinking out of the same pewter quart pot or earthen mug. In my youngest days 
there were few carriages liesides carts, consequently when women wanted to go 
abroad it was very common for them to go on horseback, sitting on a pillion behind 
a man. The rising generation will not have so good times as the latter have had. 
What wars and troubles we have had, have been but a triHe to what are to be. 

Svicli was the statement of a man writing of the early part of tlie 
eighteenth century.' 

ROGER WILLIAMS. 

The early settlers of our colonies need no eulogy. What they wrought 
speaks for itself, and we of to-daj^ have entered into the inheritance, 
and are reaping the benefits of their labors. The colonists were deter- 
mined and firm adherents to what they believed was right. Principle 
guided those who were in rule. It is easy to bring against these men 
the charge of intolerance and uncharitableuess ; but they had left tlieir 
homes and had severed nearly all the ties which bound them to their 
fatherland, and here they were to conduct themselves in accord with 
those»principles which they could not enjoy in England. All the col- 
onists who left England were of the same nation. They were all 
Englishmen, holding firmly to their religious belief, stubborn if you 
will, but none the less inflexible. When, therefore, men came who 
indulged in views and opinions counter to then- own, they were not 
tolerated. Too much hardship and risk had been undergone by those 
who came first, to have their colony subverted by those who thought 
differently. The reformation had wrought a mighty work, and made 
a great upheaval in established notions, but what it accomj)lished was 
rather as a grand whole than in detail. When men came to the colony 
of Massachusetts and expressed opinions counter to those prevalent, 
objection was made and measures taken to put a stop to such conduct. 
Those who incurred censure were men from the same stock as those 
who sat in judgment, and felt firmly that they too were in the right; 
hence, they would not yield. Among such was Eoger Williams, who 
had spent some time at Plymouth and at Salem. Several times he had 

' Staples' Annals of Providence, pp. 600-607. 



COLONIAL AND LATER EDUCATION. 15 

been suminoiied before the court to answer to charges preferred against 
him. The ground of these charges can best be gathered from the 
decree of banishment pronounced against him in 1635. 

Whereas Mr. Roger Williams, oue of the elders of the church of Salem, both 
broached and divulged divers new and dangerous opinions against the authority of 
magistrates; as also writ letters of defamation both of the magistrates and churches 
here, and that before any conviction, and yet maintaineth the same without any 
retraction ; it is therefore ordered that the said Mr. Williams shall depart out of this 
jurisdiction within six weeks now next ensuing, which, if he neglect to perforin, it 
shall be. lawful for the governor and two of the magistrates to send him to some 
place out of this jurisdiction, not to return any more without license from the court.' 

He was allowed to remain till spring, provided he would not dissem- 
inate his views. This he refused to do. Because of his refusal and 
his thought of founding a settlement in Narragansett Bay, it was 
decided to send him to England. He fled to the Indians, and was 
received by one with whom he had been friendly in Plymouth. 

In reviewing the measures which led to the banishment of Roger Williams we find 
that tliey all proceeded from the firmness with which on every occasion he main- 
tained the doctrine that the civil power has no control over the religious opinions of 
men. To adopt this new theory to practical life was to effect a revolution in the 
existing systems of government; to sever the chain which, since the days of Con- 
stantine, had linked theology to the throne; to restore to the free mind the distinc- 
tive but long-fettered gift of Deity — free agency; and, in fine, to embody in civil 
polity that principle, but dimly understood by the reformers, which, from Witten- 
berg to Rome, in the cloister and camp, had aroused the spirit of all Europe — the 
right of private judgment.- 

The early history of Rhode Island seems to shadow the realization 
of the idea of a nation which was secured by the adoption of the Con- 
stitution. When the chartet was suspended during the administration 
of Audros, in 1680, the government was simply taken up by each town 
and these local units continued. In 1042 there were three colonies in 
Rhode Island, and they were independent. A strong need was felt for 
cooperation. The neighboring colonies were claiming their territory; 
the Indians were an uncertain element, threatening the people, and 
strongest of all reasons was that which demanded every exertion to 
keep the colony secure in the principle of its foundation — civil and 
religious liberty. Roger Williams was the agent selected to go to 
England to secure the charter, and he was successful. 

He reached Providence by the same route that eight years before he had pursued, 
a homeless wanderer, dependent on the kindness of the red man. His entry was like 
a triumphant march. Fourteen canoes, filled with the exulting population of 
Providence, met him at Seekonk and escorted him across the river, while the air was 
rent with shouts of welcome. How the contrast, which a few short years had wrought 
in all around him, must have pressed upon his mind, and more than all the feeling 
that the five companions of his exile, and those who had followed them were now 
raised, by the charter he had brought, from the condition of despised and persecuted 
outcasts to the rank of an independent state. =* 



' Arnold, History of Rhode Island, vol. 1. 
2 16 id, p. 41. 
^Ihid, p. 115. 



16 HISTORY OF HIGHER EDUCATIOX IN RHODE ISLAND. 

The t'liai'ter was signed Thursday. ^Mareli 14. 1043-44, and the e>.lo 
nies were united as "The Incorporation of Providence Phintations iv 
the Xarragansett Bay in Jfew England.'' During the interval between 
the establishment of the government in 1647 and the restoration 
there were the usual occurrences incident to colonial life. It was a 
long time before the colony could secure that amount of repose whict 
was necessary in order to carry out a general policy of education. 

Contributory Sources of Education. 

Altiiough a system of education was slow, yet there were many 
influences at work to continue the life of movements in this direction. 
It will be shown why this development was so slow. Among the con- 
tributory sources Avere the j^ersonal influence of men of whom Stephen 
Hopkins was a type, the couserYative force of libraries, and the impulse 
of Sunday schools, and private schools of all kinds. 

SUNDAY schools. 

Among the earlier contributory sources to education was the Sunday 
school. These schools were founded by Robert Raikes in England in 
1781, and were designed at first to give secula/lhstruction. They were 
chiefly for the children employed in manufacturing establishments, 
who had no opportunity during the week for attending school. The first 
Sunday schools in the colonies were in Rhode Island. 

Sunday schools were started in Pawtucket at an early date and under peculiar 
circnmsrauces. Although the attempt to rear a meetinghouse was begun in 1793, it 
was years before the edifice was so far completed as to be fit for a congregation, and 
still longer before a regular preacher was settled. The Sabbath was. therefore, a 
day of recreation and amusement rather than of religious rest. Mr. Slater was 
compelled to see that moral agencies could not safely be neglected in the community. 
Among the boys who came to work iu his mill was one 11 years of age. He found 
an irreverence towards the Sabbath which shocked his sensibilities. Not knowing 
what to do on that day he was subjected to peculiar temptations. It so happened 
that some of the lads who worked with him iu the miil were conferring together one 
Sunday morning as to where they should go. Said one of them, "Let's go up to 
Smithfield and rob Mr. Arnold's orchard ; that will be fine sport." But the youth 
first named demurred. "I don't believe it is right to go off Sunday to rob 
people's orchards," said he. Mr. Slater happened to be passing at that moment and 
caught a part of the reply. He stopped and asked, '• Boys what are you talking 
about?" He was told of what had been proposed, and one of the boys added, 
"Nat doesn't think it is right to go off so on Sunday." "No, nor I neither," 
responded Mr. Slater, and he doubtless felt, if he had never realized the matter 
before, that he owed a duty to those youth, whom God had jilaced for a time under 
his charge. He resolved to remove from them one form of temptation and promjitly 
said, "Boys, go into my house and I will give yon as many apples as you want and 
I will keep a Sunday school." ' 

Eleven boys from his cotton mill composed this school first opened 
in September. 1799. The school was founded on the Raikes model lor 
secular instruction. Its library consisted of two testaments and three 
Webster's spelling books. 

1 Historical sketch of Pawtucket, Rev. Massena Goodrich, p. 9. 



COLONIAL AND LATER EDUCATION. 17 

STEPHEN HOPKINS. 

Altboiigh the educational activity of the other New England colonies 
was in advance of the colony of Khode Island and Providence Planta- 
tions, yet it must not be inferred that there was no life. All movements 
for advance and reform are slow ; often the work seems to stand still, 
yet, to him who views the period from a distance, movements that appear 
feeble and isolated are those which have guarded and advanced the 
life. Education is not merely the result of knowledge obtained from 
books. Said Prof. Conrad, of Halle: "I have learned more from life 
than from books." President Manning, referring to Stephen HopkiuSf 
said : 

Few men iu public life at that time Lad so tliorouglily applied themselves to the 
study of books and men. 

Hence in colonial days, everytliing which tended to bring the people 
into relation with their fellows, either by individual or associated 
effort; all work of ^i public nature, like the establishment of custom- 
houses, the improvement of the roads, provision ibr a postal service, all 
such efitbrts lessened their isolation and rendered possible the contact of 
mind with mind. Then arose the need for such training as the school, 
the academy, and the university would supply. As confirming this 
view, that the education afforded by the school is not self-sufficient, 
Arnold says: 

Thus fre(Mlom and educatiou went lijind in hand with industry and economy in 
the minds of the fathers of the Constitution. 

Among the contributory sources to education in the colonies was the 
personal influence of the colonists. Stephen Hopkins may be *aken as 
an illustration. In early life he had felt the need of an education, and 
when in after life by his own efforts he had realized the attainment of 
a liberal education, he determined to do all in his power to aid others in 
securing the means of obtaining an education. He was one of the 
founders of a public library in 1750. He had a library of his own which, 
for that day, was a good one. It was said of him: 

Pie attached himself in eaiij' youth to the study of books and men, and continued 
to be a constant and improving reader, a close and careful observer, until the period 
of hi.s death. 

He was fond of history and poetry. Pope, Thomson, and Milton 
were his favorites. When he had removed to Providence, he, with sev- 
eral other citizens, sent to England for some books, which laid the 
foundation for the Providence library. He said : 

Nothing tends so much to the good of the commonwealth as a proper culture of 
the minds of its youth. 

For several years he served as governor of the State, and was one of 
the delegates to tlie Albany congress. 

To a young man of his mai-kcd eaj)iibilitits, his quick instincts, and his lively appre- 
ciation of all phases of human life, tiiere can be no doubt but that the two or three 
occasions in every year when his duties called him to Newport were opportunities 
1123 R I 2 



18 HISTORY OF HIGHER EDL'CATION IN RHODE ISLAND. 

wbicli he would by uo means allow to i)ass him unimproved. Thi.s, it must be remem- 
bered, was the Newport of Dean Berkeley and of the gc^nial divines. Rev. Mr. Houy- 
man and Rev. Dr. MacSparran ; of Smibert, the jiainter, and, a littlelater .of the youth- 
ful Gill)ert Stuart; of sneh merchant princes as the Wantons, the Maibouer, Abraham 
Redw( od, and Whipple; of such accomplished historical scholars as Dr. Stiles and 
John Callender, and of scientific men like Joseph and Peter Harrison and Dr. Wil- 
liam Hunter. It was the perio<l when such families as those of Wanton, Brentou, 
and Vernon, Bull, Coddington, Brinley, and Robinson furnished the cultivated eociety 
for which the town became eminent, and when the distinguished literary club which 
was founded by Berkeley, and which numbered among its members such men as Cal- 
lender, Ellery, Ward, llonyman, Checkley, Updike, and Johnston, was a most potent 
influence in fixing upon the society of Newport that character for refined and digni- 
fied culture which it has since borne. "A similar auspicious influence," says Dr. 
King, " on the character, intelligence, and public spirit of the town, on her rising 
statesmen, her liberal merchants, her cultured scholars, and her able lawyers, must 
be attributed to the Redwood Library.^'' 

From the brief vsketch of Hopkins, who may be taken as a tyi)e, it 
may be seen how the influence of a man like him would be exerted in 
favor of all that concerned education. 

LIBRARIES. ; 

Another contributory source to education, although closely allied to 
personal influence, is that exerted through the libraries of the day, 
more or less extensive. A name ])r()minent in the origin of the first 
library in the colony, is that of Dean Berkeley. 

The arrival of George Berkeley, Dean of Derry, and afterward Inshop at Cloyne, 
was a Joyful event in the history of Newport, and important in its results to the 
other colonies. A corps of literary men and artists accompanied him, among whom 
was Smil>ert, to whose advent is due the earliest impulses to American art. From 
the collection of pictures that he brought, Copley first drew his inspiration, and 
West was taught to breathe his spirit upon the undying canvas. The benevolent 
design of Berkeley, to found a college in the Bermudas, was abandoned from uecessity ; 
but his liberal benefactions to Harvard and Vale still exist, as proofs of his zeal in 
the cause of classical learning.' 

Dean Berkeley had the oppoi-funity to lead Just thelife of retii-ement 
that he wished, and selected for his risidence the town of Newi)ort. 
Here he wrote his philosophical tractates. He came in contact with the 
scholars of the day in his adopted city. Berkeley did not live to himself 
alone; he established a literary and philosophical society. Among 
the objects of this society was the collecting of books. From the fact 
that this society was in all probability among the oldest of a similar 
nature in the country, some of its rnles are of interest. 

Whereas, A. D. 1730, Messrs. Daniel Updike, Peter Bours, James Searing, Edward 
Scott, Henry Collins, Nathan Townsend, Jeremiah Condy, and James Honynian, jr., 
did form a society for the promotion of knowledge and virtue, by a free conversation 
according to several regulations by them agreed. 

We, the present members of the said society, finding it necessary on many accounts 
for the more eliectual answering the end of our institution, do agree to-enter into a 



Foster's Stephen Hopkins, vol. i, pp. 74, 75. ^ Arnold, vol. ii, p. 99. 



COLONIAL AND LATER EDUCATION. 19 

moro strict engag(^nieiit and establisli the following as the laws a.ud orders to he 
observed in this society : 

(1) The members of the society shall meet every Monday evening at the house of 
one of the members, seriatim, and converse about and debate some useful (juestiou 
in divinity, morality, philosophy, history, etc. 

(2) The member who proposed the question shall be moderator {pro hav vice) and 
see that order and decency be maintained in all the debates and conversation. 

(3) Eve'-y member in order shall freely give his opinion, with his reasons, having 
liberty to explain the sense of the question or iris own expressions, and to retract or 
alter his opinion as to him shall seem right. 

(4) The member at whose house we meet shall propose a question for the next 
evening's conversation, the society to judge of its propriety and usefulness, only 
nothing shall ever be proposed or debated which is a distinguishing religious tenet 
of any one member. 

The remainder of the 13 rules couceru tlie election of members, tines 
and dues, and the general government. The plan for collecting boolis 
was aided by Abraliam Redwood, who gave the society £500 on condition 
that the society would erect a suitable building. This was done, so that 
the money was forthcoming. The fact that this library was in Newport 
was one reason which induced Dr. Ezra Stiles, afterward president of Yale 
College, to settle there. "At length," to use his own language, " partly an 
agreeable town and the Redwood library * * * induced me to yield, 
and I gave an aftirmative answer to tlie church and society." The con- 
dition of the library at that date may be seen from the sketch given by 
Holmes, the biographer of Stiles : 

The Redwood library, at New])ort, consisting of about 1,500 volumes at the time 
of his settlement there, and augmented afterwards by books imported from Europe, 
intrusted to his selection, was highly propitious to his wishes and to his literary 
imi)rovement. To the accomplishment of an end, Providence always furnishes ade- 
quate means. This library, the benefit of which Mr. Stiles enjoyed above twenty 
years, and to which, being librarian, lie could always have access, was eminently 
subservient to his preparation for the presidential chair, to which he was in due time 
to be called.' 

Colonial Education. 

variety of schools. 

As preparatory to the period of educational activity, and as" afford- 
ing a connecting link, a brief account of colonial education must be 
given. There seems to be no justification for the use of the term 
"science of education" till well into the present century, but there 
were many and varied educational movements. The need and advan- 
tage of education were appreciated. A glance at the colonial records 
will confirm this. The ways and means may cause a smile to-day, but 
they were the best which could be then devised, and they accomplished 
in very many cases their object. If fewer branches were taught, great 



The Life of President Stiles, by Abiel Holmes, jjp. 68. 



20 HISTORY OF iUGHER EDUCATION IN RHODE ISLAND. 

tliorougliiiess was gained. One extract from the records will show tho- 
sentimeiit regarding higher education: 

In 1696 a tract of land in the town of Kingston was conveyed to Harvard C'f>- 
lege for and towards the support and education at the said college of those 
youths whose parents were not of sufficient ahility to maintain them. In 1716 a 
gift of £50 for the college in Connecticut was made hy Jahliel Rrentou, of Newport. 
In spite of what Rhode Island had to contend against in her settlement and govern- 
ment, there were schools of all kinds, although no imiform organizeil system. 

The early schools were select or private schools, although movements 
for free schools were very early made, but the time had iiot come for 
them. An advertisement from the Newport Mercury of May 22, 1759, 
will show the character of one of them: 

John Sims, schoolmaster in the town school, teacheth reading and writing, arith- 
metic, both vulgar anddecimal, geometry, trigonometry, and navigation, with several 
other branches of mathematics. He proposes to open a separate school on the first 
Wednesday of June next, to continue the summer season, beginning at half after six 
o'clock and concluding at eight, and in the afternoori (each day except Thursday and 
Saturday) from five till half after six, for the instruction of young ladies in writing 
and arithmetic. As he endeavours to study the genius of his scholars, whether of 
exalted or inferior capacities, and conducts himself accordingly, he hopes to receive 
the greater encouragement. 

Another notice from the same paper, under the date of December 19, 
1758, states ■■ 

Sarah Osborne, schoolmistress in Newjiort, proposes to keep a boarding school. 
Any person desirous of sending children may be accommodated and have them 
instructed in reading, writing, plain work, embroidering, tent stitch, samplers, etc., 
on reasonable terms. 

Another school ai^pears to have given more attention to a commercial 
training: 

Thomas Greene, in Barrister's row, hereby informs the public that he proposes to 
open a school the first Monday in May, to teach reading, writing, arithmetic, and 
merchants' accounts — the Italian method — and as he don't incline to undertake for 
more than twenty (besides a very few small readers), they that favor him scholars 
may depend on their being taught with the greatest alacrity. He has, as usual, an 
assortment of English goods, &c., at a reasonable rate. 

Newport, April 14, 1766. 

The notices of these schools were taken from advertisements in the 
papers of that time. There were in addition other kinds of schools — 
for vocal and instrumental music and for dancing. French was gen- 
erally taught by the masters of dancing schools. 

SUPPORT OF SCHOOLS. 

The schools were supported in various ways. A favorite method of 
raising money for nearly everything was by lottery, the public senti- 
ment then being different from what it is now. The following notice 
in the Mercury for October 5, 17G7, will illustrate thic> method: 

Scheme of a lottery granted by the general assembly of the colony of Rhode 
Island, &c., for raising £150 lawful money, to be applied towards finishing thepar- 
Sonage house belonging to the Baptist Churc^^ in Warren and rendering it com- 



COLONIAL AND LATER EDUCATION. 21 

niodions for the reception of the pupils who are or who shall be placed there for a 
liberal education. * * * It is hoped that the extraordinary expense of that 
infant society in building a new meetinghouse and parsonage house, as far as the 
building is advauced, together with the immediate necessity of room for the 
pupils under the care of the Rev. Mr. Manning, and the great encourage- 
ment for the adventurers, there being but little better than two blanks to a prize, 
will induce those who wish well to the design speedily to purchase the tickets. 

Another means of support for the schools was the income from the 

school lands. 

(^UAKTEii Meeting, April 17, 1709. 

Mr. William Gilbert being chosen schoolmaster for yc town of Newport, and pro- 
posing that upon conditions the quarter meeting grant him the benefit of the 
school land, viz., the chamber and sellar and the profit arising from ye school land 
in this part of the town, and some conveniency for keeping of tire in the winter 
season, he is willing to teach school for the year ensuing, and to begin the second 
Monday in May next, A'oatedand allowed an act of the quarter meeting. 

Tuition also defrayed some of the charges. At the fourth meeting 
held in Bristol, September 7, 1682, it was voted "that each person that 
hath children in town ready to go to school shall pay 3<i., the week 
for each child's schooling to a schoolmaster, and the town by rate, 
according to each rateable estate, shall make the wages amount to 
twenty-four pounds the year." In the same town a source of reveuue 
was acquired from allowing certain persons to keep houses of enter- 
tainment, on condition of their paying sums of money for the benefit 
of the school. The licenses varied from 21s. to £4. 

Yet again in 1729 the schoolmaster was instructed to receive from 
each scholar 4s., or in default of the money, which was not always easily 
obtained, its value in firewood. The money thus raised was called 
"wood money." Payments in kind were often received, the latter 
being one of the various commutations. 

SCHOOLHOUSES AND ROOMS. 

From various places descriptions of the school buildings and rooms 
have been gathered. 

Rooms occupied for school purposes for the common grades were some vacant car- 
penter's shop, some spare room in an old dwelling house, or, if you will indulge 
credulity, some unoccupied barn with a stove pipe chimney. 

Schoolrooms in those days were unique and curious to the refined taste. 
The old stone chimney, with a fireplace 6 or 8 feet wide and stone 
andirons, with a glowing fire made of oak or walnut wood, the cross- 
legged table and the long writing desks on two or three sides of the 
room, the benches of sawmill slabs and rcmnd legs with the bark on, 
are true emblems of " ye olden time." 

Round the walls of the room, on three sides, wide boards were fastened at a suit- 
able height and inclination for writing desks, in front of which seats, usually made 
of slabs or plank, were placed. The rooms were sometimes ceiled, but rarely, if ever, 
plastered. The huge fireplace and numerous cracks served for ventilation. 

At first private schools were kept in unoccupied rooms of dwelling houses, accom- 
modated with rude fixtures not the most convenient. Within the bare walls ol 
those cold but well-ventilated schoolrooms were gathered the children, the youth, 



22 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

and the fu]l-gro\ra yonng men and woiiieu with their Te.stameuts. Dillworth's Spell- 
ing Hook and Arithmetic, Murray's Third Part, slate and pencil, and two sheets of 
foolscap, goose quill, and ink blotter. 

The schools were often very crowded and very nncomfortably seated. Stoves were 
xinknown, and, as a consequence, the huge chimney, with its broad fireplace, insured 
the best of ventilation, thus furnishing the sturdy boys of the olden time au abun- 
dance of pure air. 

With reference to books, with which the schoolroom of the day is so 
well furnished : 

But few books were to be obtained. Indeed, the spelling book was nearly the only 
kind of printed book known to the schoolroom in eai*ly times. This contained, in 
addition to the lessons in spelling, lessons in reading. Usually no printed test-book 
on the science of arithmetic was used. The master had what w:is called his "cipher- 
ing book." This was in manuscript — a copy of some other masters book. Probably 
originally it was a copy of a printed text-book on the subject, with the addition of 
the solutions of the problems. The scholars copied the definitions and rules. Usu- 
ally the master wrote the problems in the books and then the learners solved them, 
if able, and copied the solutions into their books. Fractions were omitted as beiiif 
useless. Much stress was placed on the '' rule of three.'' especially what was called 
the "double rule of three." For writing the scholars used loose sheets of paper or 
a number of sheets stitched together. Copies were written by the masters, some of 
whom have left proof in this form of wonderful caligraphy. 

Chanuing, in his Early Recollections of j!^ewport, relates the fcjlowing 
incident regarding Webster's Spelling Book: 

William Cobbett, a renowned satirist of the day, published in one of his political 
essays a last will and testament, which contains the following item: 

I give and bequeathe to Noah Webster the sum of fifteen Spanish milled dollars, 
to enable him, the said Noah, to procure a new engraved likeness of himself for his 
spelliug book, that children may no longer be frightened from their studies; with 
this special proviso, that he omits the usual addendum of esq. from his name. 

To the educator of the jjresent day the old ideas of discipline seem 
strange, yet they were effective in cultivating a spirit of reverence for 
authority, and the youth of those days were not very deficient in 
courtesy and politeness. Regarding the discipline of the schools Gr. 
G. Channing says: 

On the rostrum were two or three chairs for distinguished visitors and a small 
desk for the master, on which reposed, not often, a punctured ferule, surmounted 
by an unpleasant-looking cow skin. So exceedingly disagreeable were the daily 
ministrations of these instruments of instruction that every method was adopted 
for their destruction. But the master was more than a match for our organ of 
destrnctiveness. It certainly was not the prototype of the school at Rugby, where 
Dr. Arnold ruled successfully without making any of the distinguishing marks 
which characterized my pupilage. Exhibitions of authority constituted day by 
day a series of domestic tableaux. The discipline of the school was in accordance 
with the government of the home. It was arbitrary, with rare exceptions, iu the 
extreme. The ferule and cow skin were almost deified. Apologies increased rather 
than abated the swellings of the hand and the wales upon the back. An appeal to 
parents was of no more avail than beating the air. The severe discipline was not 
interfered with by the clergy, for in their day they had to run the gauntlet ; and 
as the men, and even the boys, of that age were notoriously addicted to swearin<>. 
drinking, gambling, and other vices, it was deemed necessary to subdue these evils 
by blows. No faith existed, then, in moral suasion.' 

1 Early Recollections of Newport, R. I., by Rev. George G. Channing. 



COLONIAL AND LATER EDUCATION. 23 

Slow Bdugationa.l Development. 

CHURCH and state. 

In the colony of Rhode Island the attention that was given to educa- 
tion was not so definite nor so early as in the sister colonies. Harvard 
was founded in 1638, Yale in 1702, while Rhode Island College, later 
Brown University, was established in 1764, But while this fact may 
be regretted on some accounts, that early period was schooling the 
colonists in independency and in true fraternity. Although the colon- 
ists were not skilled in the text-books of the schools, the Bible, spelling- 
book, and primer, and an ability to use " the rule of three" — a training 
then sufficient for a business man — yet they firmly maintained their 
rights against royal and colonial encroachments. 

It might seem that religious freedom would be advantageous to a 
system of education, but it was not. Among the Puritans there was 
the close union of church and state. When their religion was estab- 
lished the clergy who were in civic power gave their attention to edu- 
cation, and the educational system became the care of the authorities. 
In the colony of Rhode Island, with her aversion to anything like an 
establishment, the need of a system of education was not felt so keenly. 
The entire religious freedom which prevailed in this colony brought in 
many settlers, because freedom in matters of conscience was extended 
not only to Christians but to all others of whatever belief. 

The liberal Baptist, denying any mortal power over the immortal mind ; the benign 
Quaiver, seeking only to be guided by " the inner light ;" the mystical Gortonist, 
merging his humanity in the divine essence — these had framed and founded the insti- 
tutions of a State upon principles broad enough to embrace the whole human family 
as the, children of one common Father. The polished Episcopalian and the zealous 
Puritan, each claiming in his dispatches to be " the true Church," speedily followed 
to occupy a field at once so novel and so inviting. Each learned something he had 
never known before, and all were improved by the mutual contact; so that even 
Matlier, a quarter of a. century later than his previous denuniciatiou, after having 
himself assisted at the ordination of a Baptist clergyman in Boston, writes in a let- 
ter to Lord Barrington, describing, although not acknowledging, the progress of 
Rhode Island principles, that " Calvinists with Lutherans, Presbyterians with Epis- 
copalians, Pedobaptists with Anabaptists, beholding one another to fear God and 
work righteousness, do with delight sit down together at the same table of the 
Lord . • 

Church and state were separated. In othei- colonies appropriations 
were made for schools and churches. In the year 1650 public educa- 
tion was compulsory in every other colony in Kew England. On 
account of the doctrine of sei)aration in Rhode Island, large numbers 
of the ministers were without any special training; in fact, the founda- 
tion of the college was in order that members of the Baptist denomina- 
tion might have an institution where a liberal education could be 
acquired. Children grew up without the opportunities of securing an 



' Arnold, vol. ii, p. 88. 



24 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

education, even if their parents had sufiticient means to famish itto theui. 
Neither the town nor colony made any provision for public schools. 
This situation was but the logical outcome of the doctrine of the set- 
tlers of the State, who believed in the rigid separation of the civil and 
religious functions in administration. The experiment which was here 
tried was of benefit to the country, but of injury to the early life of the 
colony. How great was the religious freedom the following extract 
from the charter will show: 

Our royal will and pleasure is that no person within the said colony at any time 
hereafter shall be any wise molested, punished, disquieted, or called in question lor 
any differences in opinion in_mattersof religion, and do not actually disturb the civil 
peace of the said colony ; but that all and every person and persons may, from time 
to time and at all times hereafter, freely and fully have and enjoy his and their own 
judgments and consciences in matters of religious couceruments throughout the tract 
of land hereafter mentioned, they behaving themselves peaceably and quietly, and 
not using this liberty to licentiousness and profaueness, nor to the civil injury or 
outwji.rd disturbance of otliers: any law, statute, or clause therein contained, or to 
be contained, usage or custom of this realm to the contrary hereof in any wise not- 
withstanding. 

BOUINDAIIY DISPUTES. 

A second reason for the non-establishment of a public-school system 
was the dispute concerning the boundary between Rhode Island and 
the neighboring colonies. The principles and ideas of the colony in 
Rhode Island were new to the others, and the hostility of her neigh- 
bors was aroused. Before education could receive the necessary atten- 
tion, colonial life was to be maintained and the encroachments of her 
neighbors warded off. Not till 1740 was the grant made by the royal 
charter settled. The geographical knowledge of the day was crude. 
The location of this colony was described as in the " West Indies in 
America." 

Disputes concerning the boundary were of frequent occurrence in the 
colonies. These arose from conflicting patents granted by the sover- 
eign and various boundaries as prescribed in successive charters. The 
ignorance of the geography of the colonies will account for the mistakes 
in defining boundaries. Another fruitful source of dispute was the 
ambiguity and vagueness of the grants received from the natives. In 
some cases the uncertainty arose from the difficulty of communication 
between the parties and in others from design. In either case the 
jealousy and distrust of the natives were aroused and the colonists 
were kept in constant alarm. In addition to the quarrels with the 
natives, bickerings and disputes as to title arose with the adjoining 
colonies, and disturbed the peace of the settlements. Disputes with 
the natives could generally be settled by appeal to the sovereign from 
whom the grants were made, because they were questions of jurisdic- 
tion, but disputes between the colonists, involving individual interest 
and i)rivate feeling, were more bitter and continuous. 



COT.ONIAL AND LATER EDUCATION. 25 

PLANTER LIFE. 

Another reason why the development of education was slow was the 
character of the settlements In the southern part of the State. The 
section of land adjoining the west shore of the bay was productive, 
and was owned in large plantations by wealthy proprietors. They 
were gentlemen of leisure and were the most cultivated and educated 
among the colonists. Many of them had, for that day, large and 
extensive private libraries. These planters had the pleasure and profit 
of intercourse with each other. But the people in the interior and 
more western part of the State were scattered, the means of communi- 
cation were poor, and they enjoyed but few of the comforts and luxu- 
ries of life. The centers of communication and information were the 
villages, for there were no towns. The oiiportunities for the inhab- 
itants to add to their knowledge were those which came from the 
religious and town meetings and the county courts. Even the vil- 
lages were few in number in the western part of the State at that 
time, and nearly all of the present day are of recent growth and the 
result of manufacturing interests.' 

The religious freedom, disputes concerning the boundary, and the 
planter life in the western part of the State were the chief reasons 
for the slow growth of a system of education. 

PuBLiD-ScHooL System. 
Early methods. 

The adoption of a ft-ee public-school system by the State was late, 
but provisions for education by the towns were early. There were a 
few private schools of high grade, but the characteristics of the greater 
part of these schools have been described in the section on colonial 
education. The reasons have been given why the educational develop- 
ment of the State was so slow. The first provision for education was 
made by the colony August 20, 1640, in Newport. It was voted " that 
one hundred acres should be laid forth and appropriated for a school, 
for encouragement of the poorer sort, to train up their youth in learn, 
ing." 

Public education in. Newport continued till 1774, when from that time 
till about half a century later no school was supported by the income 
from the school land. 

efforts of the proprietors. 
In Providence, May, 1603, the proprietors passed this order with 
reference to public education: 

It is agreed by this present assembly that oue hundred acres upland and six acres 
of meadow (or lowland to the quantity of eight acres in lieu of meadow) shall be 
laid out within the bounds of this town of Providence; the which land shall be 
reserved for the maintenance of a school in this town and shall be called by the 
name of the school lands of Providence. 



' An address by E. R. Potter before the Rhode Island Histori^l Society, February 
19, 1851. 



26 HISTORY OF HIGHER EDUCATION JN RHODE ISLAND. 

There were also smaller seliools supported by \)rivate charity. A 
school in Newport was established by Nathaniel Kay, to '' teach ten 
poor boys their jTrainmar and the mathematics gratis." 

Mr. E. Trevett announced in the Newport Mercury in 1807 that he 
"will gratuitously teach as many poor children as he can attend in the 
State House a few hours in the morning." The " Female Benevolent 
Society" announced that a few children could be admitted into their 
school. In 1808 the " African Benevolent Society" opened a school, the 
object of which was the " free instruction of all the colored people of 
this town who are inclined to attend." 

The Sunday school, in its early days, was an element in secular 
instruction. These efforts for education outsule of what was done by 
the State kept the matter of State action for public schools before the 
community. 

We retrace our steps totheyear 1707 in Providence. At that time the 
town made a vigorous effort for free public schools. A proposition was 
made to build four schoolhouses and place the control of the schools in 
the hands of a committee. Accordingly two committees were chosen, 
one to sui)ervise the construction of the buildings and the other to pro- 
vide for the government of the schools. The leports on this matter 
were both rejected, but the report of the second committee was in writ- 
ing and shows the design of those who were interested in the free pub- 
lie schools. At the beginning of the report it was stated: 

The education of yontli, being a tiling of the first importance to every society, as 
thereby the minds of the rising generation are formed to virtue, knowledge, and use- 
ful literature, and a succession of able and useful men are produced with suitable 
qualification for serving their country with ability and faithfulness; and institu- 
tions of this nature are the more useful by how much the more liberal and free the 
enjoyment of them is, etc. 

Good and sufficient masters were to be supplied to the schools by 
the town; firewood also was to be provided at the expense of the town. 
Every inhabitant of the town was to enjoy the equal right and privilege 
of sending his children to the school. The scholars must have learned 
their letters and have acquired some knowledge of spelling before they 
■were to be admitted to the smaller schools. For admission to the 
larger school they must have gained considerable knowledge in read- 
ing and writing. The rest of the report concerned the duties of the 
teachers and the government of the schools. Accompanying this 
rei)ort, which had been drawn up by Governor Bowen, was a memoran- 
dum made by Moses Brown : 

1768. Laid before the town by the committee, but a number of the inhabitants 
(what is most surprising and remarkable, the plan of a free school, supported by a 
tax, was rejected by the poorer sort of the people), being strangely led away not to 
see their own as well as the public interests therein (by a few objectors at first), 
either because they were not the projectors or liad not public spirit to execute so 
laudable a design, and which was first voted by the town with great freedom. M, B. 
• 



COLOIv'lAL Ai\D LATEK EDUCATION. 27 

At this time in Providence there were lOU houses, and OIL inliabitiints 
(including 189 children between the ages of 5 and 14) on the west 
side of the river. 

By the rejection of the report of the committee the action of the 
meeting was repealed. However, one schoolhouse was built by the 
town and by individuals, the town having the control of the lower 
story. This state of affairs continued till 1785, when a Committee, 
chosen to draw up a plan of education, reported: 

Tb«y have endeavored to suggest some general outlines for the regulation of 
schools as they are now supported by individuals, but are of opinion that no effec- 
tual method can be devised for the encouragement of learning and the general dif- 
fusion of knowledge and virtue among all classes of children and youth until the 
town shall think proper to take a matter of so much importance into their own 
han<ls and provide and support a sufficient number of judicious persons for that 
purpose. 

The town took no action at all upon this suggestion, but accei)ted 
Whipple Hall, known as the " First District School House." The town 
was to pay rent for it and keep it in repair. It also set a])art certain 
sums of money for its support, but the outcome of the arrangement 
was that those attended who could pay the tuition asked by the instruc- 
tors. In 1791 a petition was made for the establishment of free public 
schools. 

In 1795 a resolve was passed to establish " schools for the free edu- 
cation of the inhabitants of the town, and that the expense of the 
same be defrayed out of the town treasury." Till the year 1800 the reso- 
lutions that were passed were excellent, but their provisions were not 
carried into effect. 

JOHN ROWLAND. 

The public school system of the State is indebted as much to John 
Howland as to any other man. He was not wealthy or highly educated ; 
nor did he occupy an influential position in the community. He was 
born in Newport in 1757, and at an early age was sent to Providence 
to be apprenticed to a hair dresser. He served eighteen months in 
the Revolutionary army. A short while after his return to Providence 
he had a barber shop of his own, and it was a favorite resort of the 
townspeople. Judge Thatcher recorded in his diarj^ that he was rec- 
ommended to go and be shaved by Mr. Howland as the best prelimi- 
nary to any important information on subjects of local history. 

Later he became treasurer of the first savings bank in Providence. 
He was also at one time president of the Rhode Island Historical Society, 
and assisted in the formation of a peace society, of which he was pres- 
ident. He was a member of the Mechanics 'Association, and in connec- 
tion with this organization lie began to work for a system of free i)ublic 
schools.' 

' History of Public Education in Rhode Island. T. B. .Stockwell. 



28 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

The record of this movement is best presented in the words of 
Howland himself: 

In 1789 the Mechanics' Association was formed, and in this body begun the agi- 
tation that led to the establishment of pnbhc schools. When we came together in 
our association we made the discovery of our deficiencies. There were papers to 
be drawn, and various kinds of writing to be done, that few of us were compe- 
tent to execute. Then we began to tallv. The question was asked : "Ought not our 
children to have better advantages of education than we have enjoyed?" And the 
answer was "yes." Then it was asked: "How shall these advantages be secured?" The 
reply was: "We must have better schools." So when we had talked the matter over 
pretty thoroughly among ourselves we began to agitate. As I was something of a 
talker and had practiced writing more than most of my associates, a good deal of 
this Avork fell to my lot, and I was very willing to do it, because I felt and saw its 
importance. So I wrote a number of pieces for the newspaper and induced others to 
do the same. I prevailed, however, with only one, Grinall Reynolds. He felt as I 
did about the matter, and Avrote a piece for the Gazette in favor of schools. We 
had, indeed, the good will of many educated men. We met no opposition from 
the wealthy, but they, having the advantages for their sons and daughters that 
wealth can always procure, did not feel as we poor mechanics did. They were not 
active. In this beginning of the movement they seemed willing to follow, but 
were unwilliug to lead the Avay. It is a curious fact that throughout the whole 
■work it Avas the most uni>opular Avith the common people and met with the most 
opposition from the class it was designed to benefit. I suppose this was one reason 
why the most influential citizens did not take hold of it heartily in the beginning. 
They thought its success doubtful and did not wish, in a public way, to commit 
themsehes to an enterprise that Avould curtail their popularity and influence. This 
was not the case with all, but it was so with manj'. 

The more we discussed the subject the greater became its importance in onreyes^ 
After a good deal of consultation and discussion we got the Mechanics' Association 
to move in the matter. This Avas an important point gained, and an encouragement 
to persevere. A committee Avas chosen to take up the subject. Of this committee 
1 was a member. They met at my house, and after mature deliberation it was 
resolved to address the general assembly. I told them that as neither of us were 
qualified to draw up a paper suitable to go before that body, Ave had better write a 
petition embodying our indiAddual views and bring it to the next meeting. Out of 
these mutual contributions we could prepare a petition that Avould do. This Avas 
agreed to, and the committee separated. When we next met it was found that but 
two had written according to previous recommendation. These Avere by William 
Richmond and myself. Richmond then read his. It was in the usual petition style, 
ending " as in duty bound Ave will ever pray." I told the committee I did not like 
the doctrine of that paper. It was too humble in tone. I did not believe in peti- 
tioning legislators to do their duty. We ought, on the c<mtrary, in addressing that 
body, to assume a tone of confidence; that Avith the case fairly stated they would 
decide A??isely and justly for the rising generation. I then took out my memorial 
and read it. It Avas not in the shape of an humble j>etition. It expressed briefly 
our destitution and the groat importance of establishing free schools to supply it. 
It re( eived the approbation of the committee and was adopted. This memorial was 
presented to the general assembly in the name of our association. It Avas there 
warmly debated, and after ])retty severe opposition the assembly referred the whole 
subject to a committee, with directions to report by bill. This bill, embodying a 
general school system, wasdraAvnup by James Burrill, jr., attorney-general of Rhode 
Island. I was Avith him all the Avhile, and he readily comi)lied with my suggestions.' 



'Life and Recollections of John Howland, late president of the Rhode Island His- 
torical Society, by Edwin M. Stone, pp. 138 et seq. 



COLONIAL AND LATER EDUCATION. 29 

PETITION OP THE MECHANICS' ASSOCIATION. 

This iiieinorial stated that at present the meaus of education were 
very inadequate and w^hat should be provided by the State was left 
to the exertions of individuals. The supply fell far short of the 
demand. Appreciation on the part of the association was expressed 
for the chartered i^rivile^es of their own corporation, and they peti- 
tioned the assembly that provision might be made for the establish- 
ment of a system of free public schools. This they urged in order 
that the youth who were pressing forward to take their places as 
active citizens might have the means of gaining an education. The 
petitioners hoT)ed that their occupation as mechanics and manufac- 
turers would not prevent them from adding to these reasons the fact 
that liberty and security under a republican form of government 
depend on a general diffusion of knowledge among the people. This 
petition was signed by a committee of eight. 

This subject was referred by the assembly to a committee, and in 
1800 an act establishing free schools became a law. This act pro- 
vided that each town in the State should establish annually, at the 
expense of the town, one or more free schools for the instruction of 
all the white inhabitants of the town between the ages of 6 and 
20. Eeading, writing, and common arithmetic were to be taught to 
all who "nuiy stand in need of such instruction and apply there- 
for." The remaining sections, eleven in number, provide for the main- 
tenance and the government of the schools that may be established. 

The law met with great opposition and was repealed in a few years. 
From the newspapers, there seems to have been no hint of the spe- 
cial influences which brought about the repeal. In 1801 instructions 
from several towns were read against the school bill and occasioned 
a motion for its repeal. It was referred to a committee, who were to 
report an amended bill at the next session. No such bill appears to 
have been passed; the whole measure was defeated by simple non- 
enforcement, and the law was rex)ealed at the February session, 1803. 

PROVIDENCE SCHOOLS. 

Providence was the only town which had ever carried it into etfect. 
But as the Providence schools have been sustained ever since under 
the organization thus begun, and as the whole State was afterwards 
brought under a system essentially identical with that proposed by Mr. 
Rowland, he may justly be. called the founder of the public-school sys- 
tem of the State. 

Four schools were opened in Providence on the last Monday in Octo- 
ber, 1800. The number of scholars was beyond anticipation, and a 
fifth school was soon opened. For twelve years, however, the whole 
attendance rarely exceeded 800. The four original schools had each 
a master, with a salary of .$-500, and an usher, who was paid i200. 



30 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

EEVIVAL OF PUBLIC .SCHOOLS. 

Tlie second inovenieiit for a State system of j)ublic schools began by 
the passage of a resolntiou in 1820 by the assembly, "calling on the 
several towns for information on the subject of public schools." Scarcely 
any town had any information to give. This same year the importance 
of pnblic edncation was nrged by the press of Providence and New- 
port. Another committee was appointed "to prepare and report a bill 
establishing free schools." No report was made and the impulse died 
away. Later there was a local movement in Newport, and various 
schemes were suggested to make the education a State matter. In 
1827 Mr, Joseph L. Tillingbast, of Providence, was the leader in urging 
free schools upon the assembly. The subject was first introduced by 
memorials from Smithfield, Cumberland, Johnson, East Greenwich, and 
other towns. The bill of this year was passed in 1828, nearly unani- 
mously. 

This act of 1828 is the foundation of the present school system of 
the State. When this law went into operation the schools had been 
detached and isolated, dependent wholly on the degree of enlightenment 
or energy prev^ailing in a particular town. Now they were to be })art 
of a State system. There were various modifications of the school laws 
till they were codified in 1839. 

UENRY BARNARD. 

In 1813 Henry Barnard was appointed to take charge of the public- 
school system, and this was considered as the most important step yet 
taken in the history of the schools. So great was the confidence felt 
in Mr. Barnard, that the school legislation of the State was virtually 
placed in his hands, and he was instructed by the assembly to prei)are 
and ])resent the draft of a school law which should cover the whole 
ground of existing statutes. This law was passed June 27, 1845. He 
was very efficient in inspecting and reorganizing the whole school sys- 
tem. He remained in office live years, retiring in 1849 on account of 
failing health. The testimonial presented him by the teachers of the 
State, on his retirement, gives the best summary of what he did tor 
the State in his system of public schools: 

Of the extent of your labors in preparing the way for a thorough reorganization 
of our system of public schools, and in encountering successfully the many difficul- 
ties incident to the working of a new system, few of ns can probably be aware. 
But we can speak from a personal knowledge of the value of the teachers' institutes 
which have, from time to time, been held by your appointment, and provided (too 
often, we fear, at your expense) with skillful and experienced instructors and prac- 
tical lecturers; and of the many books and pamphlets on education and teaching 
-which you have scattered broadcast over the State. We can speak, too, of what the 
teachers of the State know from daily observation — many of them from happy expe- 
rience — of the great change, nay, revolution, which you have wrought in our school 
architecture, by which old, dilapidated, and unsightly district schoolhouses have 
given way for the many new, attractive, comuiodious, and healthy edihces which 



COLONIAL AND LATER EDUCATION. 31 

now adoru our bills and valleys. We have seen, too, and felt the benefits of the 
more numerous and regular attendance of scholars, of the uniformity of text-books, 
the more vigilant supervision of school committees, and the more lively and intelli- 
gent interest and cooperation of parents in our labors, which have been brought about 
mainly by your efforts. The fruits of your labors may also be seen in the courses of 
popular lectures, which are now being held, and in the well-selected, town, village, 
and district, libraries, which you have assisted in establishing, and which are 
ah'eady scattering their life-giving intiuence through our beloved State. 

Mr. Barnard was succeeded by Hou. Elislia E. Potter, who ranks 
second to Lis predecessor only in the quantity of bis labors, not their 
quality. His legal experience was of the greatest value in codifying 
the school laws of the State; laws which he, on the bench, Avas after- 
wards able to expound and apply with authority. In 1850 he recom- 
mended a board of education, and was a persistent advocate of a nor- 
mal school, which was established in that same year. Another service 
rendered by him was the discussion and elucidation of the religious 
question in public schools. Succeeding him were Rev. Robert Allyn, 
from 1854 to 1857; John Kingsbury, 1857-1859; Dr. Joshua B. Chapin, 
1859-1861 and from 1863-18G9; Henry Rousmaniere, 1861-1863; Hon. 
T. W, Bicknell, 1869-1875; Hou. T. B. Stockwell, 1875 till the preseu': 
time, 



PART 11. 
ACADEMIES AND PREPARATORY SCHOOLS. 

INTRODUCTORY. 

The educational pliases of the academy in New Enj^hiiid within the 
last century and u half are varied. There are nearly as many grades 
as there are academies. The lowest in grade are merely district schools, 
teaching the "three R's," while the highest are preparatory schools for 
tlie colleges of New England, and in some cases take their students as 
far as the studies of the freshman year. Yet academies of the low- 
est grade were by no means a small factor in the educational growth. 
Scattered throughout the sparse and rugged settlements, they oflered 
the only means for instruction that could be then obtained. They were 
powerful in character building and in furnishing many a man for the 
struggle of daily toil, so that when he had gained a position where he 
could look back, it was the old academy that he thanked for his start. 
These institutions were as altars, small and with few attendants, yet 
with the fire from the prytana^um jealously guarded, till by constancy 
and devotion schools became shrines to which came boys from distant 
homes. In more than one instance an academy which to day is doing 
preparatory work for college, at first was very unpretending. Then, 
too, in those days, when the helps to knowledge were few, when the 
student retained what he mastered because he had to work for it, what 
little was ofiered was thorough, and a desire was created for something 
more. The lives of many of the self-taught men of the early decades of 
this century will demonstrate this. The early days of academies were 
not days of wealth. The erection of these buildings represented self- 
sacrifice and a firm belief in the advantages of education. This fact 
finds repetition in the preamble to many of the charters, in which there 
is recognition of the blessings of education, not only to the immediate 
vicinity, but also to the Government. As contributory rills to the great 
stream of collegiate instruction all these smaller institutions are 
imi)ortant. In education nothing is small, for often an idea or an impulse 
is imi)lanted in the mind of someone so that he is the means of placing 
M^ithin the grasp of others those advantages from which he himself was 
debarred. 

Between the years 1790 and 18G5 as many as 19 institutions of learn- 
ing received charters from the assembly. Charters were granted to 
an academy, a seminary, an academy company, an institute, a school 
1123 R I 3 33 



34 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

society, a collegiate institute, and a school association. Such were some 
of the institutions which made application for charters, as they appear 
on the records of the assembly. Some advanced no farther than the 
charter; others made a creditable beginning; while a few existed for 
such a period that a more detailed account is fitting. There was ouly 
one college in the State — Ehode Island College. While there were all 
grades in the schools and academies, yet each was a center of educa- 
tion which fulfilled the demands of that locality. At Wickford in the 
days of commercial activity there was a demand for instruction in 
navigation, and that was taught at the academy. If it ai>pears that 
their teaching was very rudimentary, these academies should not be 
despised. Their existence showed that the community felt the need of 
educational advantages, and some of them developed into institutions 
atfording opportunity for the student to pursue studies taught in the 
freshman class of our colleges. A great amount of good was accom- 
plished by tlie moral influence of these schools through the strong 
personality excited by the teachers. There were not many aids to 
the student and the text-books were limited in variety, so that an edu- 
cation was attained only by hard work. The teacher had an intimate 
knowledge of his subject and could exert his influence for the best in- 
terests of the scholar. 

In a history of education every institution of learning has its value, 
but the institutions of higher education will be especially described in 
this monograph. 

UNIVERSITY GRAMMAR SCHOOL. 

The University Grammar School may be said to have been the germ of 
the college. It was opened by Manning in the spring previous to the 
first meeting of the college corporation in Warren in 1764. It was a 
Latin school under his charge, and it was his purpose to make the 
school serve as the basis for collegiate instruction. In 1770 the school 
was removed to Providence and held in one of the rooms of the brick 
schoolhouse. In 1772, at the completion of University Hall, the school 
was placed in one of the rooms. No early records of the school had 
been kept, and all the notices of the school are supplied by the news- 
papers. The following is the first notice in the local paper for 1772: 

Whereas several gentlemen have requested me to take and educate their sons, this 
may inform them, and others disposed to put their children under my care, that 
the Latin school is now removed and set up in the college edifice, where proper 
attention shall be given, by a master duly qualified, and those found to be the most 
effectual methods to obtain a competent knowledge of grammar steadily pursued. 
At the same time spelling, reading, and speaking English with propriety will be 
particularly attcuded to. Any who choose their sous should board in commons may 
be accommodated at the same rate with the students, six shillings per week being 
the price. And I flatter myself that such attention will be paid to their learning 
and morals as will eutirelj'- satisly all who send their children. All books for the 
school, as well as the classical authors read in college, may be had. at tbe lowest 
rate, of the subscriber. 

Jamks Manning- 
Providence, July 10, 1772. 



ACADEMIES AND PREPARATORY SCHOOLS. 35 

The early accounts of tlie school are meager, but ^lauiiiug- M'rote to 
a friend in 1773 that the Latin school under his care had about 20 
boys. The next public notice of the school appeared in the Gazette of 
1776: 

A grammar school was opened in the schoolroom within the college edifice on 
Monday, the 11th instant, in which the same mode of teaching the learned languages 
is pursued which has given such great satisfaction to the inhabitants of this town. 
The scholars are also instructed in spelling, reading, and speaking the English lan- 
guage with proi^riety, as well as in writing and arithmetic, such part of their time 
as their parents or guardians direct. 

CoLLE(5E Library, March 22, 1776. 

In 1786 the school was removed to the brick schoolhouse and was in 
charge of Mr. Wilkinson till 1792. He was considered a successful 
teacher. His advertisement states the object of the school and the 
price of tuition: 

William Wilkinson informs the public that, by the advice of the school commit- 
tee, he proposes removing his school from the college edifice on Monday next to the 
brick schoolhouse; and, sensible of the many advantages resulting from a proper 
method of instruction in the English language, he has, by the committee's approba- 
tion, associated with him Mr. Asa Learned as an English instructor. Those gentle- 
men and ladies who may wish to employ them in the several branches of the Greek, 
Latin, and English languages taught grammatically, arithmetic, and writing may 
depend on the utmost attention being paid to their children. Greek and Latin at 
24 shillings per quarter; English at 16 shillings. 

Wilkinson and Learned. 

PKO^■IDENc•E, October 20, 1786. 

From 1786 till 1791 the school seems to have been independent of 
the college. In 1791 the corporation voted to secure the school 
again : 

Voiid, That the president use his iuduence and endeavor to establish a grammar 
school in this town as an appeudage to this college, to be under the immediate visi- 
tation of the president and the general inspection of the town's school committee, 
and that the president also procure a suitable master for such school. 

The school was again opened, and the next notice appears in 1809 : 

Voted, That a suitable building in which to keej) a grammar school be erected on 
the college lands, provided a sum sufficient to defray the expense of erecting said 
building can be raised by subscription ; that said school be under the management 
and control of the president of the college, and that Thomas P. Ives, Moses Lippitt, 
and Thomas Lloyd Halsey, esqs., be a committee to raise said sum and cause said 
building to be erected, and that they erect the same on the west line of the steward's 
garden. 

Voted, That the president be authorized to procure a master to teach the grammar 
school ordered at this meeting, and that if a sufficient sum be not raised from the 
scholars to pay the salary of the master the deficiency be paid out of the funds of 
this University. 

Accordingly subscriptions were solicited and the sum of about $1,500 
secured. This money was raised chiefly among the citizens of the 
town. The building was erected on the corner opposite the president's 
house. An early catalogue mentions an instructor for 1821, but from 



36 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

this time it is uncertain whether or not the school was continued 
without interruption. 

In 1845 Merrick Lyon assumed the charge of the school, with an asso- 
ciate, Henry S. Frieze. Mr. Frieze accepted a call to the Latin pro- 
fessorship at Michigan University in 1854, and his place was sui)plied 
by Emory Lyon. The school continued under theprincipalship of Drs. 
Merrick and Emory Lyon till the death of the senior principal in 1886. 

Dr. Merrick Lyon had entire charge of the classical department, and 
this school always had a high reputation in the classics. Sixty-three 
premiums offered by the president of the University for excellence in 
preparatory Latin and Greek have been taken by members of this 
school since the present management was assumed in 1845. 

The catalogue for 1851-'52 mentions the instructors, Merrick Lyon, 
Greek and mathematics ; Henry S. Frieze, Latin and modern languages. 
The school numbered 103 students. 

In the English department there are classes in algebra and geometry 
geography, history, and English grammar. In addition to the above 
classes regular provision is also made for those who desire to receive 
instruction in natural philosophy, chemistry, astronomy, and survey- 
ing. There are exercises in declamation and English composition once 
a week. The tuition is $12.50 per quarter. Students from abroad can 
be boarded in the vicinity of the school at rates varying from |2 to 
$3.50 per week. 

CLASSICAL OKPAKT-MEXT. 

Four classes in Latin and three in Greek are constantly in prepara- 
tion for college. Latin is begun with great advantage by the youngest 
members of the school in connection with the elementary course. 
The Latin classes are daily exercised in the Latin grammar or Latin 
prose composition, while pursuing the study of the Latin reader, and 
of Caesar, Sallust, Virgil and Cicero's select orations. 

The study of the Greek language commences one year after that of 
Latin. The course of reading consists of the Greek reader and selec- 
tions from Xenophon, which are accompanied by daily exercises in the 
Greek grammar or Greek prose com})osition. 

Ancient history and geography and the Greek and Ilomau mythol 
ogy and antiquities are studied in connection with the classical depart- 
ment. 

The summary in the catalogue for 1852-'53 shows : 

Scholars iu attendance 119 

Past members of the school 235 

Students from this school admitted to Browu University and other colleges.. .. 82 

The summary for the year 1871-'72 gives tlie following: 

Teachers 18 

Students 1871-72 90 

Students 1845-'70 837 



ACADEMIES AND PREPARATORY SCHOOLS. 37 

That year there were represeutatives from Ehode Island, Massachu- 
setts, Connecticut, New Jersey, Japan, and Buriuah. In a resume of 
the students from 1845 to 1852 there are representatives from Massa- 
chusetts, Connecticut, New York, Ohio, Kentucky, Georgia, Vermont, 
New Hampshire, California, North Carolina, New Jersey, Illinois, Mary- 
land, Alabama, Tennessee, Maine, Pennsylvania, Virginia, Cuba, ^Viir- 
temburg, Italy and China. 

COUUSK OF STUDY. 

In 1871 the course of study was more elaborate. The tuition for that 
year was $120 for the older students. 

The course of study in the English and classical department is given 
below. There is also a preparatory department. 

ENGLISH DEPARTMENT. 

First year. — Bradbury's Eatou's Practical Arithmetic, Greene's Introduction to 
English Grammar, geography completed, written exercises in spelling and English 
grammar through the course, Swiuton's Outlines of History, French, Monroe's 
Fifth Reader, spelling continued, writing continued. 

Second year. — Arithmetic completed, Wentworth's Elements of Algebra, Greene's 
English Grammar, Warren's Physical Geography, ancient and modern history, 
Cooley's Natural Philosophy, French, reading, spelling cuntiuvied, writing con- 
tinued.. 

Third year. — Wentworth's Geometry, Hutchison's Physiology, Collier's English 
Literature, Wayland's Intellectual Philosophy, Hart's Rhetoric, French. 

Fourth year. — Davies's Legendre's Trigonometry, Remsen's Chemistry, English 
literature continued, Wayland's Moral Philosophy, bookkeeping continued, Andrews's 
Constitution of the United States, Lockyer's Astronomy, geology, French, book- 
keeping. 

CLASSICAL DEPARTMENT. 

First year. — Harkness's First Year in Latin, Harkuess's Latin Grammar, through 
the course, Harkness's Cresar commenced. 

Second year. — Harkness's First Greek Book, Hadley's Greek Grammar, through 
the course, Boise's Xeuophon's Anabasis commenced, Caesar continued, Chase and 
Stuart's Nepos, or Harkness's Sallust's Catiline, Latin composition commenced, read- 
ing at sight, ancient geography. 

Third year. — Xenophon's Anabasis continued, Greek prose composition commenced, 
reading at sight, Harkness's Cicero's Orations, Latin composition continued, read- 
ing at sight, a review of the studies of the second and third years. 

Fourth year. — Anabasis completed. Boise's Homer's Iliad. Greek composition con- 
tinued : Reading at sight. Frieze's Virgil's ^Eneid, Lincoln's Ovid, or Chase and 
Stuart's Bucolics and Georgics. Harkness's Latin Composition completed to Part 
III: Reading at sight. Baird's Mythology. History of ancient Greece and Rome. 
A review of the studies of the year. 

The above courses of study include all that is usually required for admission to 
college in our country. 

Familiar lectures on the topography, temples, and principal objects of interest in 
and near Rome and Athens. 

Students pursuing the classical course continue their English studies in the gram- 
mar and high school departments. 

Weekly exercises in composition and declamation are required. 



38 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. 

Tlu> graduates of this school are aflmitted to Brown University Ity certificate with- 
out examination. 

The school now is in charge of Dr. Euiory Lyon and Edward A. Swain ( Hrown, 
1882), assisted by Herbert A. Rice (Brown, 1889). 

The effect of a well-organized literary society when supported by tlie 
students is a good complement to the routine of school work ; at the 
University Grammar School iu 1854 the Hope Debating Society was 
organized. The motto '^f the society was Semper surgamns. Its object 
was expressed in the following preamble: " We, the undersigned, desir- 
ous to secure to ourselves the advantages of a practical education 
resolve for the attainment of this object to form an association and 
adopt a ''institution." 

The regular meeting was to be held each Friday evening. The com- 
mittee framing the constitution were Elisha S. Thomas, Arnold Greene, 
Eobert I. Goddard. The active membership included 17 of the stu- 
dents and the honorary membership included the faculty of the school, 
at tliat time three in number. 

A second society called the " What Cheer Lyceum," was organized 
December 27, 1856. This society chose for its motto Patientia et 
perseverantia omnia vincuut. Their preamble was the same as that 
of the Hope Debating Society. The board of officers were Thomas 
T. Caswell, president; Orville A. Barker, vice-president; G. Lyman 
Dwight, secretary; James Shimmin, treasurer; John H. Stiness, Rich- 
ard Waterman, 2d, Henry Pearce, prudential committee. The gen- 
eral management of this society was very similar to its predecessor. 

MERRICK LYON. 

From personal recollections as a student I can say that he was a 
genial man and of a kindly disposition. He had a merry twinkle iu 
his eye, and those eyes would shine when a student gave some rule iu 
prosody of particularly exceptional value, or a long list of special 
words to be used in some particular way. When a student would hesi- 
tate on the future of some Greek verb, he would often suggest "Dont- 
knowsomai?" On another occasion, a student in his translation had 
taken decided liberty with the text. Dr. Lyon laid down his book, 
and looking at the class, said : 

This morning as I was coming to school, one of my friends asked me if it was not 
very monotonous hearing the same translation over and over again. " By no means," 
I said, "I never hear the same translation twice." The next may translate that i)a8- 
sage. 

He knew Greek and Latin, and if the student did not it was his 
own fault, because the instruction was imparted well and patiently. 

Dr. Lyon received his preparation for college in Worcester, at the 
Hopkins Academy. He was graduated from Brown University in the 
class of 1841. His life work was teaching, and he taught in Providence. 
In 1845 he was principal of the University tirammar School. He was 



ACADEMIES AND PREPARATORY SCHOOLS. 39 

a fellow aud a trustee of Brown, filling the vacancy iu the latter posi- 
tion occasioned by the death of President Caswell. He held offices of 
public trust, but was especially interested in education, serving for 
more than thirty years on the school committee board. Dr. Emory 
Lyon afterwards took the principalship of the school, and the same gen- 
eral policy of the school was maintained. This school is the oldest in 
the city of Providence, and still is true to its traditions. 

KINGSTON ACADEMY. 

This academy, although in its palmiest days occupying a high grade 
among the institutions of learning, and deserving a worthy place in 
a survey of secondary education, had an early origin, aud in the 
early days was lowly. There are facts in the history of this academy 
whi(;h make it among the most interesting of all. It was situated in 
South Kingston, in the southern part of the State, From 1S19 till 
1832, among the list of students, in addition to representatives from 
Rhode Island, Massachusetts, South Carolina, Connecticut, Louisiana, 
and North Carolina, are boys from Fayal, Azores, West Indies, Matan- 
zas, and Minorca in the Mediterranean, The fact of these students 
from other States and other countries coming to this academy will 
furnish an interesting link between the commercial and educational 
interests of the State, and will afford opportunity for speculation. Tiie 
genesis of this academy extends back to the year 1695. 

1695. Samuel Sewal, esq., of Boston, for the consideration of a nominal snm, and 
for the enconragement of literatnre and good education aud the maintenance of a 
learned, sober, aud orthodox schoolmaster, conveyed 50 acres of land in Pettaquam- 
scut, in special trust, to .Tohn Walley, for the procuring, settling, supporting, and 
maintaining a learned, sober, aud orthodox person from time to time, and at all 
times forever hereafter, to instruct the children and youths of the above-mentioned 
town of Pettaquamscut, as well as English there settled, or to be settled, as Indians, 
the aboriginal natives and ])roprietors of the place, to read and write the English 
language and the rules of grammar. 

This is an account of the origin, and some of the language is that 
of the deed. As showing the estimate in which a knowledge of gram- 
mar was held by Sewall, this statement at the end of the deed is inter- 
esting: " Signed, sealed, and delivered in presence of the words 

Judith his wife, ' and in the rules of grammar,' being first inter- 
lined." 

The instructor was to be appointed by Samuel Sewall and his wife 
Hannah, or their survivors, or by the minister of the Third Congrega- 
tional Church in Boston and the town treasurer, or their successors. 
In spite of such a formidable appointing power, nothing was done till 
1781, when a schoolhouse was built in Tower Hill. Constant Soutli- 
worth, Increase Hewitt, John Hazard, William Nichols, Eobert F. 
Noyes, and Benjamin Hill were the schoolmasters till 1819. In that 
year the academy was uioved to Kingston. The next change in the 
institution was one of name only, when in 1823 the academy was iucor- 



40 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

porated under the name of " Pettiquamsciit Academy." The disposi- 
tiou of the school lands will be seen from the petition to the assembly 
this same year, 1823. 

Whereas Elisha R. Potter, James Helme, Thomas S. Taylor, Robert F. Noyes, and 
other iuhahitauts within the Pettiquamsciit purchase, in the county of Washington, 
and trustees of Pettiquamscut Academy, have represented to the assembly that on 
the 4th of November, 1695, Samuel Sewall, esq., and Hannah Sewall, wife of said 
Samuel, late of Bostcm, in the State of Massachusetts, conveyed by their deed of that 
date 500 acres of land, situate in said purchase, to John Walley. esq., of said Boston, 
and his heirs, in trust for the encouragement of literature and good education, and 
the nuiiutenance of a schoolmaster within said purchase, to be appointed by the said 
Samuel and Hannah, or the survivor of them, after their decease by the minister of 
the Third Congregational Church, in said Boston, and the town treasurer of said 
town, and their successors in office forever ; and that said persons who have the power 
of appointing said instructor have in like manner the power of locating the school ; 
and whereas they have represented to this assembly that the trustee, about the year 
1775, left the United States and has not to their knowledge returned, and from that 
period has wholly neglected his trust; that some time since said minister and treas- 
urer located the school at the village of Little Rest, within said purchase, and 
appointed an instructor who now exercises a superintendence of the school; and that 
said school is now incorporated by the name of the "Trustees of the Pettiquamscut 
Academy ; " and that said Elisha R. Potter, James Helme, Thomas S. Taylor, Robert 
F. Noj-es, and others have prayed this assemldy to authorize the sale of said 500 acres 
of laud, the same now being little productive, aud cause the proceeds of said sale to 
be vested in the funds of the institution and the interest thereof so applied as most 
effectuallj' to secure the object of the donors. 

The petition was granted, and the trustees were authorized to sell 
the 500 acres and give a bond of $8,000 to the State treasurer 
that the money arising from the sale would be paid into the school 
funds. In 1820 the assembly was petitioned that the name be changed 
to Kingston Academy. This was granted. From tlie date of the estab- 
lishment of the academy in Kingston, in 1819, to the end of the school 
year ending April 26, 1832, there had been 158 students. The princi- 
pals had been Oliver Brown, A. m.; jSTathaniel Helme, A. m, ; Alfred 
Gardner; Hinman B. Hoyt, A. m.; William G. Hammond, A. B.; Asa 
Potter, A. M.; William Cragg, A. b. ; Elisha Atkins, A. B.; Henry M. 
Davis; Christopher Comstock, esq.; William Gammell, A. B. 

The year 1832 marked the beginning of the period of greatest pros- 
perity. For 1832 the number of students was 88; 1833, 137 ; 1836, 116; 
1837, 86. The last catalogue shows an attendance of 78 for the year 
ending 1854. At the commencement of this prosperous condition of 
the school in 1832 Elisha R. Potter was tlie instructor in the classical 
department, Christopher Comstock in the English department, and 
Joseph Brayton assistant. The catalogue for that same year indicates 
the course of study and gives facts of general information regarding the 
academy. 

The school is divided into two departments, a classical and an 
English, the exercises of which are attended in separate rooms. The 
books in the English department are Murray's English Grammar, 



ACADEMIES AND rREPARATORY SCHOOLS. 41 

Olney's Modern and Worcester's Ancient Geography, Daboll and 
Smith's Arithmetic, Bennett's Bookkeeping-, Colburn and La Croix's 
Algebra, Bowditch's Navigation, Flint's Surveying, Lcgendre's Geom- 
etry, Oomstock's Natural Philosophy and Chemistry, Wilkin s' Astron- 
omy, Blair's Rhetoric, and Paley's Moral Philosophy. 

In the classical department are used Adams' Latin Grammar (Gould's 
edition) and Goodrich's Greek Grammar, Latin Reader, Historia Sacra, 
Viri Romte, Cesar's Commentaries, Sallust, Virgil, Cicero, Livy, Horace, 
Greek Reader, GriBca Minora, Greek Testament, Grteca Majora. 

There are two vacations in each year; the first commences on the 
last Thursday in April, the second on the last Thursday in August. 

The price of tuition in English studies is $3, and in Latin and 
Greek |5 per quarter. The price of board in the family of the English 
instructor, or in other private families, is $1.50 per week, including 
washing. The expense, therefore, for a single pupil in the English 
studies is about $84; in the classical studies, about $91 per year. To 
this is added the costs of lights and fuel during the winter term, 
which amounts only to a trifling sum. 

THE friends' school. 

The prominence of some one man of keen insight into the needs of 
the times, or some religious denomination, is identified with the begin- 
nings of nearly all the institutions of education. On the part of the 
founders of Rhode Island colleges and academies we are impressed 
with their spirituality. 

The recognition of a divine dependency by no means prevented the 
utmost exertion of their own jjcwers. The Friends School was an 
institution planted by the Quakers, and the preceding remarks apply 
with especial force to them. Breaking away from all forms and cere- 
monies, the Friends as a denomination went to the other extreme, and 
held for their guidance the " inward light " and " truth." With their 
views on war, witli a devotion to what made for the interests of liuman- 
ity, it seemed as though among them education would be sheltered and 
fostered. 

What a delightful character the Quaker tradition iuqiarted to everything that it 
touched ! A certain grave aud sweet sim2)licity, an air of candor and of plain recti- 
tude, a frank and fraternal heartiness — these were all distinctly Quaker, They were 
imitated to base ends indeed, and no rogue so roguish as a counterfeited Quaker ! No 
stories of such smug duplicity as those which were told of the smooth knave in 
drah. But it was only the homage to virtue. Knaves wore the Quaker garb because 
the Quaker garb was justly identified with honesty. Those whose early youth was 
identihed with Friends, as with them and among them, but not of them, still delight 
in the recollection aud associate with them still a refined superiority." 

Tlie Quaker idea of education and the sentiments of our founder can 
be seen from the following address, which was presented to the yearly 



1 George William Curtis. 



42 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

meeting by a iiiaii who bad tbis institution clo.se to bisbeart and worked 
for it at all times : 

If, therefore, the quarterly meetings could ]>roruote a school where hoarding 
scholara might he received and taught in such a manner as to qualify our youtli of 
the rising generation to teach school, we think it would be an acceptable service. 
It is agreed that, as the school is intended for the education, maintenance, and cloth- 
ing of children whose parents are not in affluence, that they shall be instructed in 
reading, writing, and accompts as fully as the time allowed them will permit. Some 
useful employment may be provided for the boys according as their age, strength, 
talents, or condition may retjuire. Learning and labor properly intermixed greatly 
assist the ends of both, a sound mind in a healthy body. The girls will also be 
instructed in knitting, spinning, useful needlework, and in such domestic occui>a- 
tious as are suitable to their se.K and stations. I believe it is the wish of all con- 
cerned in this important alfair that by gentleness, kind and affectionate treatment, 
holding out encouragement and approbation to the deserving, exerting the influence 
of the fear of shame, and prompting the children to every act of kindness and beueti- 
cence one toward another, to bring forward into the society and into its service a 
number of youths who may have been made acquainted, under such tuition, in degi ee, 
with the discipline of wisdom. 

Though the improvement of the children in learning, their health, and other 
suitable accommodations are matters of great moment in such an institution as 
this, yet there is one of a superior nature — to promote a tender, teachable disposition, 
inuring them to bear that yoke in their youth which will moderate their desires 
and make way for the softening influence of divine good will in their hearts, fitting 
them for the faithful discharge of e\ery duty in life, yielding content in afifiiction, 
moderation in prosperity, becoming at once the safeguard and ornament of every 
stage in life from youth to ripe old age. 

The man tbrougb wbose exertions tbe scbool was started and con- 
tinued was Moses Brown. He was born in Providence July 23, 1738. 
Tbe name of Brown will ever be cberisbed in Rbode Island annals, not 
only for what tbose bearing' tbis name did for ber in colonial days, but 
also in tbe present. He was tbe youngest of four brothers, all of wbom 
contributed to tbe commercial and mercantile prosi)erity of tlie State. 
Tbe catholicity of this man is shown in good words and work. He 
was instrumental in securing for New England Samuel Slater, 
who brought with him Arkwright's invention. This was to revolution- 
ize tbe cotton industry, so that to the music of the loom the walls of 
many a New England hamlet were iirmly upraised. Brown was the inti- 
mate friend of those in authority in the Revolution, Governor Hopkins, 
of Bhode Island, and tbose who were in the field. 

The first blood that was shed in our strife with the mother country was in con- 
nection with the capture of the Gaspce. Here then was "fired the shot that was 
heard around the world. ' When it was quite certain that the persons who had done 
this thing, or were suspected of doing it, would be sent to England for trial, Moses 
Brown's committee of correspondence applied to Samuel Adams, of Boston, for advice. 
He replied to their letter that the occasion " should awaken the American colonies 
and again unite them in one bond." John Brown furnished the l)oats for the attack, 
it is said. Did his firm really do it ? Did they own the boats ? If so, then Moses 
Brown was connected with it. Two members of the firm were present — John and 
Joseph. John was taken to Boston on suspicion and Moses went there and secured 
his discharge. How and by what means is not known to this day.' 



Moses lUown, by Augustine Jones. 



ACADEMIES AMD PREPARATORY SCHOOLS. 43 

He must have had influence with the authorities to liave secured 
his brother's release, and how he did it woukl be of gfreat interest. 
An incident occurred in 1775, which illustrates his deep adherence to 
what he considered his duty. He and other friends were a committee 
to send provisions to the noncombatants in Boston at its seige by 
Washington. He was refused by Washington and also by the British 
commander, but did not desist. Five hundred dollars were sent in 
and the committee, entering the city by boats, took in food. This 
committee was merged into the " meeting for sufferings." Before 
this meeting were brought any cases needing help. It was before 
this meeting that tlie necessity of a school was presented by Brown in 
1780. 

As a philanthropist he liberated all his slaves in 1773, and as a patriot 
he was intrusted with a settlement of the boundary question an<I was 
instrumental in securing the emancipation act in Rhode Island in 1784. 
Of chief interest in the consideration of his character are his relations 
to matters of education. While known for his public and private rela- 
tions to commerce, industry, and public utility, yet his chief memorial 
will be the Friends' School. In the year 17G4 he was chosen to the 
assembly and did what he could to secure a charter for Bhode Island 
College. He was also instrumental, in connection w4th Governor Ho])- 
kins, in securing the location of the college in Providence. He gave 
the college a donation of books and $1,000. 

H« was never a member of the corporation, altbougii elected a. trustee aud repeat- 
edly urged by bis associates to accept the j^ositiou. lu 1774, at tbe age of 36, be 
became a member of tbe Society of Friends. Withdrawing at this time from tbe 
bustle of commerce and trade, he sought that retirement which was more congenial 
to his early formed taste for intellectual j)iir8uits. Here, on his beautiful estate iu 
the environs of Providence, in rural quiet and simplicity, he spent a long aud use- 
ful life, aiding by his judicious counsels and al)undant wealth iu the j)romotiou of 
intelligence, piety, and freedom among men.' 

His assistance henceforth to educational movements is nearly 
absorbed by his interest in his school, so that the account of what he 
did for education and the history of the school are nearly identical. 
In 1780 a subscription was started for a school and his contribution 
was $575. The work seemed to progress slowly and iu 1782, at the 
"meeting for sufferings," the address before mentioned was composed 
by him and signed as clerk. The points touched ifiJon in this address 
were that the Friends should provide their own teachers, for there was 
great difficulty in securing them ; that their own scholars might be ke])t 
separate, in order that they might be educated in the Quaker belief; 
that one school was better than several, and that the expense would 
be less at a school where the pupils might board. 

OPHXlNt; OK THE SCHOOL. 

The school opened in Portsmouth, E. I., where it existed for a i)eriod 
of four years. The teacher was Isaac Lowtou. The school house was 



'R. A. Guild. 



44 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

a building that was also used for a meeting liouse. It was two 
stories high and very plain. Isaac Lowton was an eminent and elo- 
quent minister; his figure was short and lithe; his manners polite and 
affable, and his conversation intelligent and agreeable. His education 
was a good one for that day, and as he was fond of reading and had a 
good memory his store of knowledge was constantly increasing. 
His favorite authors were Young and Milton, and his sermons were 
often embellished with quotations from them. 

lu a set of rules and regulations for the observance of the teacher 
and scholars by " the meeting for sufferings" they say: 

Besides tlie necessary literary instruction the childreu are to be taught habits 
of regularity, of decency, of respectful subordination to superiors, of forbearance, 
affection, and kindness to eacii other, and of religions reverence to their maker and 
those habits of silence and recollection taught and practiced in the ancient schools 
and inculcated in the holy Scriptures. 

The school Avas discontinued, through lack of funds. The 
closing of the school was a great blow to Moses Brown,* and tlie 
small school fund in his possession was scrupulously guarded and 
increased till the school was again opened in 1819, when it had 
amounted to $9,300. He also kept the matter before the society. In 
1814 he offered to the school a lot of 43 acres in Providence, and a sum 
of money, which, with all that had been accumulating from the 
old fund, amounted to -$20,000. In 1816 he conveyed the land to the 
trustees of the school, and buildings were erected, so that the school 
■was again opened in 1819. 

LETTKR WITH GIFT OK LAND. 

The following letter, accompanying the gift of land, will show the 
interest of the donor: 

Providence 4th of 5th Mo., 1814. 
To the Meeiing for Sufferings: 

Dear Friends : As my feeble state of health prevents my attending the Meeting 
at this time, I thought best to inform you that in the course of my continement by 
bodily indisposition for some time past, the subject of the Yearly Meeting's School 
has been renewedly brouglit under my consideration. And believing that a perma- 
nent institution for a guarded education of the rising generation will be promotive 
of their usefulness in society and the honor of truth, I have, for the furtherance of 
these desirable objects, concluded to give a tract of laud on the west part of my 
homestead farm, containing about forty-three acres, for the purpose of erecting 
suitable buildings for IJje Boarding School thereon ; provided the Meeting should 
consider it an eligible situation, and conclude to carry into effect the establishment 
of the benevolent institution thereon. If the Meeting should appoint a committee 
to view tlie ground, consider of the proposal and report their prospect to the next 
Meeting for Sufferings, which may be more generally attended, they can then act 
upon it, as it shall appear to them best. You will however dispose of the proposal 
in this or any other way that appears to you best. As treasurer of the School 
Fund, I may for your information mention, that its present amount is about nine 
thousand three hundred dollars. 

With desires that this important subject may be considered, and proceeded in, in 
conformity to the mind of Truth, that we may hope for its blessing, 
I conclude, your affectionate friend 

MosEJS Brown. 



ACADEMIES AND PREPARATORY SCHOOLS. 45 

In additio)! to this gift, lie gave annually $100 to edn.cate poor cliildren, 
another lot of land, and $15,000 by legacy. 

In 1822, his son Obadiah gave the school $100,000. Two interesting 
facts in connection with this bequest are mentioned. This is said to 
be the largest sum of money which any institution of learning in the 
United States up to this time had received, and this money was made 
by the manufacture of cotton, for which industry the father had done 
so much in connection with Slater. 

Moses Brown died in 1836, 99 years of age. The last seventeen years 
of his life witnessed the successful operation of the school which was 
so dear to him. " No monument marks the humble grave of Moses 
Brown; but his life work is his monument, and it rests upon four 
foundations: Manufacturing industry, patriotism, education, and phi- 
Ian, th ropy." 

EARLY SCHOOL DAYS. 

In 1818, when the new buildings were nearly completed, it was feared 
that no suitable teachers could be obtained, for there did not appear to 
be any from the Yearly Meeting who were competent. Two young girls 
from ISTantucket, Mary Mitchell and Dorcas Gardner, leaving pleasant 
homes, gratuitously gave their services, and entered upon their duties 
before either of the other teachers arrived. From letters which had 
been presented by Mary Mitchell, an idea of the school then may be 
gathered. They left oSTantucket in a small sloop, December 30, 1818, via 
New Bedford, for Providence. One day's sail brought them to New 
Bedford, and one day's ride in an extra stage brought them, late in the 
evening, to Moses Brown's door. 

Our driver was not acquainted witli the road ; Ave had been detained by liis repeated 
calls at houses to in(][uirethe way; our horses were tired and we all louged, when we 
stopped at Moses Brown's door, to sojol^rn with him for the night. Robert Braytou 
alighted and rajiped. We could not hear what he stated, but our aged friend came 
out and said: "Wouldn't the young women better alight? I should be glad to have 
them stay the night." Tired and dispirited as we were, he seemed like a good old 
patriarch, and we promptly accepted his kiud invitation. He asked us to call for 
whatever we wanted, freely as we would at home. " A cup of tea," we said, " would 
be refreshing." Whatever the misgivings of these young assistants might be with 
regard to their qua! ih cations to teach, they sheltered themselves under the humble 
name of auxiliaries ; and young and sanguine, presumed to present themselves to 
the sci'utiuizing eye of Moses Brown. When subsequently asked what he thought of 
the dress of these j'oung women, he said he saw nothing to object to, but the numbei 
of little combs they wore in their hair. 

1st mo., Ist, 1819: Proceeded to the school. All is confusion. 

1st mo., 4th: Girls' schoolroom. As neither books nor stationery were purchased, 
it was thought best to defer the opening of school until the following second day 
of the week. 

Afternoon: School over, and such a school! At night we were conducted to the 
largo vaulted lodging room ; there were not many beds, as the bedsteads are to be 
corded when they are needed. Sheets unwashed, just as they came from the hands 
of those that made them at the sewing bee at Nantucket. No Thomas Rowland, no 
Dcborali Hill; there can not be a regular school till the arrival of these teachers. 



46 HISTORY OF HIGFIER EDUCATION IN RHODE ISLAND. 

The red table. Secon«l day, morning'. A kind of srhool. We requost and the 
books come. The Browns and Almys buy whatever we ask for, except a carpet 
and a telescope; two luxuries we wish the good people of Nantucket would furnish. 
Moses Brown brings us whatever he can spare from his " garden stores." 

3d day: Our two superintendents, two male teachers, three females, 7 girls and 
6 boys, all went into the basement story, sat and ate at a long red painted table. 

1st mo., 19th: Can not some of the industrious housewives of Nantucket spin the 
institution a carpet? No matter what the ligure, or stars or stripes! None of our 
floors are painted; none of the walls whitewashed; the ceiling is very bigh; it is a 
noble building. All it needs is to be finished. Dr. K.Green says: ''Invite t .e 
children to eat brown bread; white bread, as constant food, is so prejudicial to 
health.'' So we have plates of each kind on the table. Milk we are supplied with by 
a person who offered to bring the school as much as it needed. We have no cows as 
yet. No coffee is drunk, shells and Souchong tea are the substitutes. The girls do 
well. The branches taught are grammar, reading, writing, arithmetic, and geogra- 
phy. 

2d mo., 4th: We have 39 scholars. They arrive daily. Our task becomes greater 
and greatei . 

2d mo., 10th: 60 scholars. Werise before the sun; collect in the boys' schoolroom for 
ten or fifteen minutes, until the breaKfast bell rings; then go down into the boys' 
dining room, in which are two tables — one for boys and one for girls. The morn- 
ing-school holds till 12 ; then comes dinner. Afternoon school, from 2 till half past four ; 
half an hour remains till tea time. Just long enough for a short rest of our limbs by 
sitting, as we stand much of the time. After tea comes the school for grammar, 
•until hall past seven. At eight the little girls go to bed; larger ones at nine. 

2dmo., 22d: How were all these boys to be governed? By what authority 
restrained* Some were bold, some adventurous, some resistant of rule. The insti- 
tution aiforded no precedents, therefore the teachers could quote none. There had 
never been within these walls a court of decision or appeal. Rules from the Nine 
Partners' Boarding School were suggested. "Not so," said the younger teacher, 
"would you anticipate offences by introducing into this infant institution, as 
yet without record of omission or commission, the rules of an old time-worn estab- 
lishment ill which the rebellious and untoward have had to meet their reward? It 
is not politic, nor is it Christian — where there is no law there is no transgression." 
The older teacher assented to the beauty of the theory, but he did not feel sure it would 
serve long in practice. They concluded, however, if ofi'snces did come they would 
endeavor to call the attention of the culprit not to any code of human law, but to the 
dictates of that Divine law which everyone carried in his own breast. A consequence 
of their experiment was long and private interviews between teachers and pupils, 
during which expostulation and mild rebuke were patiently tried. 

3d mo. 8th : Our visitors, who increase daily, often find substantial meals at tea 
time. Our long red tables, full of large white bowls, iron spoons, pitchers of milk, 
and pitchers of molasses, and a large tin bread pan full of hulled corn. We have 
no talking at these long red tables, except when such friends as Samuel Rodman or 
James Robinson come. 

6th mo. : It was found that the children were sending money to town for books. 
They bought an elementary work on botany. 

The early spring had brought forth within the uncultivated grounds of the school 
many a little wild flower, which induced one of the assistants to suggest to those 
under her tuition botanical analyses of them. " Botany ! " exclaimed Moses Brown, 
" why, surely, all knowledge is useful. Let them buy the books." 

These extracts will give a good idea of the animus of the school and 
of the life and discipline. At the reopening in 1819 there were 11 
scholars, but the number increased largely before the close of the year. 



ACADEMIES AND PREPARATORY SCHOOLS. 47 

Among' the iuterestirig reminiscences of the school is a i)ersoiial let- 
ter from O. B. Had wen, of Worcester. The occasion was the visit of 
President Jackson and his escort to the school. The President and 
escort entered the boys' schoolroom from the main building. Dui'ing- 
the visit the boys were requested to rise and remain standing. The 
President and party walked through the room, bowing frequently. In 
returning and passing the teacher's desk, Lewis Cass, then Secretary 
of War, and wearing his sword, made a military salute. This display 
of a uuirtial weapon and its noise when thrust into the scabbard nuule 
a profound impression on these boys, removed from all scenes and 
knowledge of war. 

The grade of instruction is such as to tit students for any of our 
colleges, or to broaden their education if they do not enter college. 
Instruction is given on all the subjects, except international law, that 
are taught in Brown University. In some cases students from this 
school have entered the sophomore class at Brown. From 1869 to 1881 
Prof. J. Lewis Diman lectured on history, and Prof. J. W. P. Jenks on 
natural history. Instruction in the modern languages is given, and 
a very high grade is maintained in this department. In general, it 
may be stated that the studies required for admission to modern col- 
leges are here taught, and are carried to about the equivalent of the 
freshman year in these colleges. In order for a student to pass in his 
examinations a standard of JK) per cent is required, and students are 
admitted to colleges upon certificate. 

For the twelve years preceding 1885 the average number of pupils 
was 205, the j)ercentage of Friends being but 37i. The membership 
in 1889 was 201, including representatives from eighteen of our 
States and of all religious denominations. The percentage of Friends 
was 20; of the instructors one-half are Friends. 

PRESENT STATUS. 

The present status of the school is i)rogressive; the standard is high 
and in accord with modern educational ideas. Until within compara- 
tively recent years the Quaker ideas as to music and art were in vogue, 
but nearly ten years ago the ground was taken by the present principal 
that instruction in music and art were needful to a well-rounded educa- 
tion ; that without these an education could not be liberal. To-day 
"musical education receives careful attention and instruction is given 
by excellent teachers on the pianoforte and in singing. Not only is 
the musical training" made subservient to education, but it is the means 
of bringing pupils in touch willi the people of the city. Quoting from 
the Providence Journal of March, 1880: 

It is a pleasant custom for the authorities of the Frieuds' school to give duriug 
the year at least one eveniug with tlie music of the best authors. Thereby uot only 
do the young- gentlemen and ladies of the school get a glimpse into the most impor- 



48 HISTOKY OF HIGHER EDUCATION IN RHODE ISLAND. 

tant branch of culture, but many lovers of music without the walls have the oppor- 
tuuity to hear music of a kind Providence affords all too little of. The concert was 
delightful and doubly so, as being the only one of its kind that the 120,000 or 130,000 
people of Providence will have anj' opportunity to hear this season. 

It has beeu tlie iiractice to give at least one of such concerts each 
season. The one here referred to was given by talent from Boston, and 
not by the stndents. In the dei)artment of art "instruction is given 
in niec^hanical, pencil and crayon drawing, and painting in oil and 
water colors. The aim is to educate the mind to the essential princi- 
ples of art and to train the eye and hand to its successful practice.'' 
Scattered through the various rooms of the building, but especially in 
those rooms where the students spend most of their time, are paintings 
and etchings. The institution is the fortunate possessor of two busts 
executed by Theed, of London ; one of John Bright and the other of 
Elizabeth Frj^ Between these two is hung a portrait of the "Quaker 
Poet" Whittier, to whom this school is dear, and whose name is rever- 
ently honored within its walls. Said Eobert C. Winthrop in an address, 
speaking of these two marble busts and this portrait: 

Elociueuce, poetry, and philanthropy Avill form an inspiring group for your 
(Scholars to have ever before their eyes, and may lead them to emulate what they 
admire. 

So much for the art side. For industrial training during the past 
few years there has been established "a department in the practi- 
cal use of tools in wood and metal work, including wood carving." 
This is optional and is under a competent instructor. The display of 
this department at the close of the year 1889 was creditable and tlie 
work well done. One piece found a ready sale at $100. Not only are 
the boys interested in this department, but also the girls. 

The library consists of about 6,000 volumes, with a rare and valuable 
collection of material relative to Friends. "Familiarity with libraries 
and books, acquired by daily contact and use, is an exceedingly impor- 
tant part of school work. Knowledge where information may be 
obtained is next to possessing it." Liberal methods are pursued with re- 
gard to the library. 

The discipline of the school is on a broad basis. The good disci- 
pline of the institution demands unqualified obedience to its rules. 
But its moral and social training, the most important matter in educa- 
tion, teaches individual responsibility and obedience to Y)ersonal con- 
viction of right and duty. 

This method lies at the foundation of true character and is the educator's most 
delicate and difficult held of service. The end to be attained is that the child shall 
stand safely and firmly when the fostering influences of school and home are with- 
drawn. 

Special attention is given to the care and guidance of the pupils, for we are 
impressed with the conviction that education is derived not nu^rely from the acqui- 
sition of knowledge, but to a still greater extent from that potent and shaping 
influence which comes from contact of youth with mature minds. The endeavor is, 
by constant intercoui'se and watchful care, by i)recept and example, to mold and 



ACADEMIES AND PREPARATORY SCHOOLS. 49 

form as well as instruct; to prepare the pupils to become not only accnrate scliolare 
but noble men and Avouieu. To the attainment of this end the discipline is mainly 
directed. Although the organization of the school is of such a character that the 
personal influence of all the teachers is felt to a considerable extent, yet the imme- 
diate care of the scholars is committed, under the general direction of the princij)al, 
to two officers, whose special duty is to exercise a constant and controlling influence 
over the pupils at all hours. For the attainment of this same end, i. e., the refining 
and molding influence upon character, the boys and girls recite together and sit 
at the same tables in the dining hall, over each of which a teacher presides; occa- 
sionally, also, the officers and pupils meet for social intercourse in the public lialL 
Experience has shown that the benefit arising to both girls and boys from such 
coeducation can hardly be overestimated. It is no longer a matter of experiment, 
and is shown to be (j^iiite as beneficial to the girls as to the boys. 

iSucli is the iDreseut status of the school. The x)i'Ogressive spirit here 
obtaining, and characteristic to a greater degree of Friends in general, 
is well summed up by George William Curtis: 

The muses were but pagan goddesses to the older Quakers. James Naylor and 
George Fox w^ould have put aside the sweet solicitations of color and of song as St. 
Anthony avoided the blandishments of the lovely siren whom he knew to be the 
devil. But gently the modern Quakers have been won over. That grim austerity, 
as of the Puritan, has yielded to kindly sympathies, and the wholesome gayeties 
and the refining graces of life are not disowned by the Quietists. Nay, even in a 
severer day was there not a certain elegance of taste in Friends' raiment? If the 
bonnet were rigidly of the Quaker type was it not of exquisite texture? Was not 
the fabric of the dress as delicate and soft as if woven in Persian looms? Was a 
sense of Quaker aristocracy unknown, and has no Quaker equipage been seen which 
rolled with an air as superior as that of a cardinal's carriage? 

SOCIETIES. 

Among valuable contributory sources to education are the literary 
societies formed for purposes of improvement and debate. Many of 
the Greek-letter societies in our colleges maintain a debating society 
as a part of their literary training. At a recent reunion in Providence 
of one of the Greek-letter fraternities of Brown, an eminent lawyer 
said : 

To my training and practice in my society debating club, I owe very much of my 
success in pleading and appearing before the public. 

The Lyceum Phoenix was established at the Friends' School in 1833. 
Eegular meetings are held and conducted in accordance with the rule.** 
of parliamentary usage. Debates are held and literary exercises of a 
more general character. This society published a pamphlet called " The 
Phoenix Echo." The work is like the annuals i^ublished in so many of 
our colleges, and for the good taste and subject matter will compare 
favorably with the best of them. There is one other society of a sim- 
ilar nature, called "The Athenffium," founded in 1874. The member- 
ship in each is open to both the young men and ladies of the school 
There are two literary societies of which the membership is composed 
entirely of the young ladies: The "League," of which the motto is 
^^Aiiimi cultus hnmanitatis cibus," and the Tennyson Club, '■'■Betier not 
XI 23 R I 4 



50 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. 

to he of all, than not he nohUy The average membersliip in oacli is 
about 15. There is also a Young Men's Christian Association. 

COURSF- f>F STUDY. 

The present faculty numbers 10. The course ot study is so planned 
that it will meet the requirements of those who wish to enter 
college, or will give an all-round education to those who will pursue 
their studies no farther than the courses here offered. With the excep- 
tion of Brown University, the Friends' School offers the most advanced 
courses. There are two courses, the classical and the literary and sci- 
entific. 

Classical course. 

First year. — First term : Latin, begmner's book ; algebra; Englisli analysis. Sec- 
ond term : Latin, beginner's book; Cajsar, 13 chapters, Book i; algebra, to complete 
19 chapters ofWentworth; Roman history. 

Second year. — First term: Ciipsar, Books ii and iii; Greek grammar; Greek lessons; 
Greek history ; English composition. Second term : Ca'sar, Books i and iv, or Sal- 
lust and Cwsar, Book iv; Greekgrammar; Greek lessons; Anabasis, 3 chapters; Latin 
composition; geometry; 6 books. 

Third year. — First term: Virgil — /Eneid, Books i and ii; Cicero, 3 orations; Ana- 
basis, Books I and ii; Latin composition; Greek composition. Second term: Virgil, 
Books IV, v, and vi; Cicero, 4 orations; Anabasis, Books iii and iv; Latin composi- 
tion ; Greek composition. 

Fourth year. — First term: Homer — Iliad, 3 books; Livy, Book xxi, or French; 
Latin composition ; Greek composition ; mathematics reviewed ; Xenophon ; Hellenica 
(optional). Second term — Virgil — Eclogues, or Ovid (optional); C.'esar, Cicero, and 
Virgil, including Book in, reviewed;' Anabasis reviewed;- mathematics reviewed; 
reading Greek and Latin at sight. 

Literary aud scientific course. 

First year. — First term: p]]ementary algebra; reading and composition; United 
States history ; Latin, beginning book; mental arithmetic. Second term: Reading 
and composition ; algebra, to complete 19 chapters of Wentworth ; physical geogra- 
phy ; Latin, beginning book; and Caesar 13 chapters; mental arithmetic. 

Second year. — First term: Geometry, 6 books; history of England; reading and 
composition; English grammar; Caesar, Books ii and in. Second term: English 
analysis; botany; reading .and composition ; Cix^sar, Book i ; physics. 

Third year. — First term: English literature; rhetoric and English analysis; trig- 
onometry and astronomy ; reading and composition ; Virgil, Books i and ii; civil gov- 
ernment. Second term : (Jorman or French; advanced American history ; reading and 
composition; civil government; chemistry; Shakespeare. 

Fourth year. — First term: Old English and Anglo-Saxon; German or French ; com- 
position; mental philosophy: geology. Second term: English poetry; history of 
civilization; German or French; physiology. 

Attention will l)e given tliroughout the course to elocution, English composition, 
and the Scriptures. 

' Instead of these reviews, 4 books of the Odes of Horace may be substituted. 
2 Instead of this review, 50 pages of Herodotus and 1 1)ook of Homer's Odyssey may 
be substituted. 



ACADEMIES AND PREPARATORY SCHOOLS. 51 

Mineralogy, zoology, logic, evidences of Christianity, bookkeeping, ancient his- 
tory, surveying, and drawing will be elective studies in the second and third years, 
and Latin iu the fourth year. Should students desire to i)ursue a more extended 
course in the classics and mathematics (for which provision is made), a longer lime 
than four years will be necessary. 

BUILDINGS. 

It seems eminently fitting that an institution of learning should be 
located iu the midst of pleasant surroundings. Many of the acade- 
mies of Ehode Island are situated on the shores of her bay, but the 
Friends' School is located in Providence on ground of about 50 acres 
in area. Beautiful groves and walks are at the immediate service 
of the student. From the cupola of the main building can be seen 
every town in the State with the exception of New Slioreham on Block 
Island. 

The main building was the original structure erected under the 
supervision of Moses Brown. This building is 220 feet in length, three 
stories high, and contains recitation rooms, dormitories, the girls' school- 
room, parlor, and dining room. 

To this building has been added a wing 50 by 40 feet, containing the 
boys' schoolroom and dormitories. Alumni hall forms the right wing 
of the main building. This is the treasure house of the building, for 
here are the two marble busts of John Bright and Elizabeth Fry, and 
the portraits of Whittier and Moses Brown. In thi.s hall are held all 
the imblic entertainments and lectures. Opening out from this hall is 
the library. Here, too, are rooms containing the scientific and chemical 
apparatus and the geological and mineralogical cabinets. In the 
upper stories are the girls' dormitories. Reference has been made to 
the artistic decoration of the various rooms. In connection with each 
wing is a gymnasium. 

The astronomical observatory, situated upon the grounds in the rear, 
contains an achromatic telescope, equatorially mounted, with 4^ inch 
object glass, a transit instrument, and an astronomical clock, all 
superior instruments. These are used for class and general instruc- 
tion, under the direction of the teacher of higher mathematics. 

LIST OF PRINCIPALS. 

The foundation of an institution which has sent from its walls stu- 
dents to the number of 10,000 into all stations iu life must be on a 
solid basis. The early principals were called superintendents. From 
the reopening of the school in Providence, in 1819, the following have 
been in charge: Matthew Puringtdn, 1819-1824; Enoch Breed, 1824- 
1835; Seth Davis, 1835-1836; Enoch Breed, 1836-1837; Rowland Rath- 
bun, 1837-1839; Allen Wing, 1839-1844; Olney Thompson, 1844-1847; 
Silas Cornell, 1847-1852; Charles Atherton, 1852-1855; Gertrude W. 
Cartland, 1855-1860; Albert K. Smiley, 1860-1879; Augustine Jones, 



52 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

1879 to the present time. The scliool lias numbered among its academic 
staft'meu famous as educators and scholars. Moses A. Cartland; Lind- 
ley M. Moore, of New York; John Griscom, Prof. Gummerie, Prof. 
Moses 0. Stevens, Caroline Cartland, Sarah Alice Cornell, John F. 
Eowell, Mary Ann Stanton; Prof. Alonzo F. Williams, Brown Univer- 
sity; Charles Brownell, Charles H. Parkhurst; Stephen A. Chase, of 
Salem ; Pliny E. Chase, of Haverford College, and President Thomas 
Chase, of Haverford College. 

Such are a few of the better-known educators who have comprised 
the personnel of the school in days gone by. There are others who, if 
not so well known, have done faithful and conscientious work, thereby 
making an integral part in the sum total of the grand result. Its gradu- 
ates have gone into all professions and pursuits, and a glance at the 
representatives of their commencement exercises and reunions will 
show who they are. Here again a few must suffice: Hon. Jonathan 
Chace, U. S. Senator; Abraham Barker, of Philadelphia; Dr. Henry 
Wood, Johns Hopkins University; Dr. Samuel B. Tobey, of Provi- 
dence. Many graduates have come back here to teach and have won 
rei)utation. 

AVASHINGTON ACADEMY. 

Washington Academy was founded in response to a demand for 
increased advantages in higher education. In 1800 Brown was the 
only institution where a higher education could be obtained. The 
Friends' School had been organized in 1784, but after its removal to 
Providence, was suspended till 1814. There was a demand for an insti- 
tution where young men could be trained for the position of teaching. 
Accordingly, those who were interested in Newport, Providence, and 
Warwick decided to found an academy and locate it at Warwick. 
The movement was actuated by the public spirit of the founders, and 
represented a great amount of self sacrifice. As was usual then, a part 
of the expense was defrayed by a lottery. Shares at $20 each were 
offered, and subscriptions were solicited. Unfortunately the records 
are in a bad state of preservation. 

The first meeting under the articles of association was held at the 
house of Oliver Spink, in Wickford, March 10, 1800. A committee was 
chosen to draft a charter and see that the necessary steps were taken 
to secure it. The i^urpose of those who were interested in this acad- 
emy can be shown by the following selections from the charter: 

AVhereas institutions for liberal education are highly beneficial to society, by 
forming the rising generation to virtue, knowledge, and useful literature, and thus 
preserving a succession of men qualified f(Ti' discharging the offices of life with use- 
fulness and reputation, they have therefore justly merited and receive the public 
attention and encouragement of every wise, polished, and well-regulated State; 

And whereas an academy erected in North Kingstown, in the county of Washing- 
ton, in this State, Avould be advantageous to this Government; 

And whereas Lodowick Updike, Peter Phillips, Benjamin Fowler, Cieorge Thomas, 
Thomas Kumreill, Daniel E. Updike, Benjamin Reynolds, Philip Tillinghast, William 



ACADEMIES AND PREPARATORY SCHOOLS. 53 

Ellery, Robert N. Auchmutj^, Samuel Elam, John I. Clarke, Thomas P. Ives, Christo- 
pher G. Champlin, William Hunter, Walter Channiug, Daniel Lyman, and Asher 
Eobbins appear as undertakers in this design ; and thereupon a ])etition hath been pre- 
sented to this assembly praying that full liberty and power may be granted unto them 
to found, endow, order, and govern said academy; and that they may be incorpo- 
rated into one body politic, to be known iu the law with the powers, privileges, juid 
franchises necessary to the purposes of said institution. 

Then follow provisions for subscription to the stock, the number of 
trustees (twenty-five), the election of new trustees, the government 
of the academy, and the four following- enactments: 

And, furthermore, it is hereby enacted and declared, That into this liberal and catholic 
institution shall never be admitted any religious tests; but, on the contrary, all the 
members hereof shall forever enjoy full, free, unmolested, and absolute liberty of 
conscience; and that the places of principal and other instructors shall be free and 
open to all denominations ; and that the youth of all religions denominations shall 
and may be freely admitted to the equal advantages of this institution, and all receive 
alike fair, generous, and equal treatment during their continuance therein, they 
conducting themselves jjeaceably and conforming to the laws and statutes thereof. 

And it is hereby ordained and declared. That iu this academy shall no arts or methods 
be practiced to allure and proselyte or insinuate the peculiar principles of any one 
or other denominations into the minds of the scholars. 

And it is thereupon declared, constituted, and established, That everything of this 
nature shall be accounted a misdemeanor, be avoided, and by all denominations dis- 
dained and discountenanced as beneath the dignity and foreign from the true inten- 
tion of this institution, the main design of which is to sow in the minds of the rising 
youth the seeds of useful literature, to cultivate and improve good morals, and thus 
to make them useful to themselves and to their country. 

And, furthermore, for the greater encouragement of this seminary of learning, we 
do grant, enact, ordain, and declare that the estate of this academy, the estate, jier- 
soiis, and family of the principal instructor for the time being, lying and being 
within this State, with the persons of other instructors and scholars, during their 
belonging to said academy, shall be freed and exempted from all taxes, serving on 
juries, and menial services, and from bearing arms, impress, and military service. 

The charter provided that the first meeting of the trustees should 
be held August 27, 1800. The following officers were chosen : Samuel 
Elam, president; Peter Phillips, vice-president; Benjamin Fowler, 
treasurer ; Daniel E. Updike, secretary. 

At this meeting the land, consisting of 4 acres, was presented for 
the site of the academy. This gift was made by Mr. Nicholas Spink 
and Ann, his wife, Mr. John Franklin and Hannah, his wife. An addi- 
tional gift of $100 was made by Mr. Samuel Elam, who, according to 
the tradition, wished the name of the institution to be Elam Academy, 
but through the persistency of one of the trustees the original name of 
Washington Academy was retained. Towards the latter part of 1800 
the building committee announced that the work was nearly comi^leted, 
but that there was a deficiency in the treasury. This was met by a 
new subscription, and early in 1802 the school opened with seven 
scholars, under the preceptorship of Alpheus Barker, of Newport- 
The building Avas divided into four rooms, two of which were used as 
recitation rooms; during the absence of the principal or assistant from 



54 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

the room a monitor was appointed. As there were no catalogues the 
course of study must be gathered from reminiscences of those wlio 
were students. The ordinary rudiments were taught, as well as the 
higher mathematics, navigation, surveying, and astronomy. The town 
of Wicliford was Just entering upon a period of commercial activity. 
From her wharves sailed merchantmen for the African trade, for the 
East Indies, and the coasting service. Wickford was the market for a 
large agricultural district, from which the produce was sent abroad. 
In this town a large part of the young men followed the sea till they 
were about 25. By that time many had so risen that they had fair 
prospects of securing the command of a vessel, or of ranking among 
the officers. At this juncture they wanted a course in navigation, 
which they could now get at home in their own academy. Before 1840 
Washington Academy had fitted no less than fifty men for practical 
navigation. 

CORRESPONDENCE. 

A very good insight into the educational methods and the subjects 
taught at the higher academies of the first part of this century may 
be gathered from a brief sketch of one of the Washington Academy 
boys. There were two other academies then, Kent and Warwick, so 
that some of the correspondence is connected with them. Jeremiah G. 
Chadsey, a graduate of Washington Academy, of North Kingston, 
went to Plainfield, Conn., to school, because there was none of a high 
grade in his own State, Rhode Island. As soon as the academy was 
opened in Wickford he returned. Here he was instructed in astron- 
omy, navigation, and surveying, how well may be seen from the fact that 
for his own gratification he made an almanac computing all the calcula- 
tions for that year. As a surveyor he was employed by the probate 
court as one of the commissioners to lay out any land that might be in 
dispute. As a navigator he taught navigation successfully for several 
years. The following letter will show how his scholarship was regarded 
by the principal of the academy where he had Just completed his last 

year of study: 

Washington, January 20, ISO?,. 

Deah Sir: If you can consistently call on me some evening tliis week I should 
be glad, as I wish to have some conversation with you concerning your becoming 
an assistant in W. Academy. 
Yours, personally. 



Mr. .Jeremiah Chadsey. 

On the same note appears the reply as follows : 

I was previously engaged when I received this. 



A. Bakeh. 



.J. G. Chadsey. 



The engagement was the acceptance of a position of assistant at 
Kent Academy, where he remained nearly four years. The next letter 



ACADEMIES AND PREPARATOKY SCHOOLS. 55 

will show liis success as a teacher, and the reply of the committee at 
the Central School in Warwick, to his application for the position. 

East Grekxwicii, January 31, 1S07. 
Gextlemen: Being informed that your Central School is without a teacher, I 
take the liberty to recommend Mr. Jeremiah G. Chadsey to your notice. He is 
possessed of all the necessary abilities to teach the English language grammati- 
cally, all the branches of arithmetic and mathematics. He has taught reading, 
■writing, arithmetic, algebra, surveying, navigation, geography, and astronomy in 
our Kent Academy with the applause of all who were concerned in it, and universal 
satisfaction of the gentlemen who have attended his examinations. 

I sincerely regret his withdrawing his useful instruction from this academy, and I 
fear we shall not be able to iill the place he quits with equal abilities. He has a 
very happy faculty of giving instruction and obtaining the love and esteem of his 
pupils. He is modest, mild, inoffensive and unassuming, and able to give complete 
satisfaction to his employers. With sincere wishes for the prosperity of your Cen- 
tral School, 

I am, gentlemen, your most obedient, humble, servant. 

Peter Turner. 
To the Central School Committee, 

Warwick. 



Warwick, FeVy 5th, 1S07. 
Sir: We, the committee of the Warwick Central School Society, having met and 
noticed your application, do inform you that there will be a vacancy for a preceptor 
in our school on the tirst of April next, and having examined your several recom- 
mendations, which perfectly meet our approbation with respect to your literary 
knowledge and other competent qualilications for a preceptor, do grant to you the 
privilege of tilling the same should your terms of tuition meet oiir approbation. 
We are, with much esteem aud respect, yours, &c., 

Joseph Arnold (S. C). 
Charles Brayton. 
George Arnold. 
Mr. J. G. Chadsey. 

A bill rendered by Mr. Chadsey to one of the patrons of the school 
will show the current charges. 

Mr. Christopher Greene, Ih\ 
1807. 

April 27. To cash delivered to his son Sam'l $0. 12 

July. To 1 quire jjaper for Nath'l 25 

Sept. 3. To 1 lb. candles 22 

Sept. 28. To boarding his son Sam'l 24 weeks, at $1.25..". 30.00 

To his tuition and contingents the above time 6. 14 

To schoolhouse rent do. 07 

To boarding his son Nath'l 9i weeks, at $1.25 11.88 

To teaching him navigation the above time 4. 00 

1808. 

Mch. 2. To cash delivered to Nath'l 25 

Mch. 28. To boarding his sons Nathanael and Richard (from Dec. 28 to March 

28) 7 weeks, at $1.25 8.75 

To their tuition the above time 1.75 

To schoolhouse rent, tirewood, &c 39 



56 HISTORY OF HIGHCR EDUCATION IN KHODE ISLAND. 

A letter from Mr. Cliadsey shows bis reasons for leaving this school 
at Warwick and some of liis ideas regarding the profession. The flist 
part of the reply of the committee has been torn from the original 
letter, but it was evidently a short sentence, as what follows contains 
the greater ])art. 

Gentlemen: I now have the ofter of auother school, which I conceive to be nioie 

lucrative than yours, and as the support of my family depends entirely upon my 

earnings I feel it a duty which I owe to myself and family to embrace the oppor- 

tiiui'ty, and therefore must beg leave of being discharged from your institution, but 

not without expressing to you my gratitude of the kind treatment you have ever 

manifested to me, and through you must return my sincere thanks to my emjiloyers 

in general. I am sorry that it was not in nij power to give you earlier notice; but 

I can assure you, gentlemen, that I had not the least idea of leaving you till within 

two days past, and that I have no other object in going but that of increasing my 

paj'. When you consider the length of time that I have been in j'our service, and 

that a shift of instructors is necessary for the discipline of a school (for by a long 

acquaintance between the master and scholars a familiarity is formed which ends 

many times either in a negligence to govern or an unwillingness to be governed), I 

say, gentlemen, when you take these things into consideration you will think that 

my removal is as necessary as it is hasty, and therefore will pardon my precipitate 

determination. That your institution may flourish under the care of all instructors, 

and become a nursery of information to the rising generation, is the ardent wish of 

Your most obliged and very humble servant, 

J. G. Ghadsky. 
Messrs. .Joseph Arnold, Henry Remix(;ton, Charles Brayton, 

Wanin<;k Central School Committee. 

Friday Morning, Ajml 20, ISIO. 



We ;idd that we are very sorry that you are about to leave the academy when so 
much of the respectability it now holds is greatly owing to your unwearied atten- 
tion to the improvement of the scholars at all times. It has always been our wish 
that the principal of the academj^ should have been willing to have allowed you 
such a part of the profits of the institution as would have made it an object for you 
to have continued in it, knowing from long experience how much depends on a good 
second in such an institution. We part with you with great reluctance, and add 
that yon may depend and calculate upon us at all times as your friend. 

Elihu H. Greene. 

Mr. Chadsey is at liberty to show the above to whom he pleases. 

E. H. Greene. 
Mr. .J. G. Chadsey. 

renewal of charter. 

About thirty years after the founding of the academy the interest in 
it seemed to decrease. It may have been that other academies were 
then in successful operation in the State, or that more of the young- 
men engaged in business or commerce, for at this period tlie commer- 
cial activity of Wickford Avas at its height. The teachers during this 
period Avere Wilbur Tillinghast, Linden Fuller, Amanitel Northup, Cair 
Northup, Barton Ballon, Mr. Wood, and Francis Cltappel. The terms 
which these gentlemen held their position varied from six months to 



ACADEMIES AND PREPARATORY SCHOOLS. 57 

eight years. Ill 1833 a crisis in the aifairs of the academy was reached. 
The buikliugs were iu such a condition that repairs must be made at 
once if they were to be saved. Accordingly, on April 13, 1833, the 
friends of the institution came to its sui^port, and a petition was made 
for a revival of the old charter of 1800, with the amendment that fail- 
ure to hold annual meetings should not invalidate it. Among the 
names of the new board of trustees were those of Nicholas Brown, 
Daniel E. Updike, Pardon T. Hammond, Thomas P. Ives, Jeremiah G. 
Chadsey, Jonathan Eeynolds, Joseph 0. Sanford, and John Brown 
Francis. Under the new charter the following were chosen as the 
officers: John Brown Francis, president; Jonathan Reynolds, vice- 
president; Pardon T. Hammond, secretary; Joseph C. Sanford, treas- 
urer. 

By subscrij)tion a sum was raised for the repair of the buildings. 
The first teacher after the reorganization was William D, Upham. A 
salary of 8100 was given him and one-half of the proceeds from tuition. 
He received for tlie first year $427. Miss Caroline Whiting was his 
assistant. Several students from adjoining- towns attended, and the 
interest was maintained for about three years. From this time till 
1848, when the academy was leased to the school district, there were 
frequent changes in the teachers. Only inferior teachers could be 
engaged, because the income from tuition was used to meet the ex- 
penses, and the attendance now was very small. At ^ special meeting 
of the trustees, held May 27, 1848, it was voted to lease the academy 
to the school district for a public school. 

KENT, LATER EAST GREENWICH, ACADEMY. 

PKTITION FOR A CHARTER. 

Educational methods are various and the contributory sources are 
numerous. In many of the colonies the surroundings were favorable to 
educational development. Rliode Island has been the scene of many a 
hard-fought battle for j)rinciple, civil and religious. The towns situated 
on her bay have witnessed stirring scenes, and the recollections of these 
events have aroused dormant feelings of patriotism and pride. In 
Narragansett Bay was captured the Gaspee, and the first blood in the 
Revolution was shed. Vessels with the rich freightof the Indies came 
to the wharves of Providence and Newport. The locations of institu- 
tions of learning in this State were well chosen, and many of them had 
a rich historic setting which could not fail of inspiration. Kent Acad- 
emy at East Greenwich, on Narragansett Bay, is one of these favored 
institutions. In this township and vicinity lived men who were famous 
for their part taken in the Revolution, and who aided tlie cause 
with counsel and money. The stirring times of war and the excitement 
incident to the close of the century had passed. Prudent men were 
determined to provide increased facilities for education. The definite 



58 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

shape wliicli tlie movement took is best set forth in the preamble and 
articles of association drawn up by lion. Ray Greene. 

East Gkeexwich, Oct. 8th, 1802. 

Ethan Clark, William Arnold, Mathewson and Mowry, and Peter Turner, all of East 
Greenwich, and State of Rhode Island, and Ray Greene, Elihu Greene, and Chris- 
topher Greene, all of Warwick, anxious to promote the happiness of posterity and 
to continue the blessings of a free and equal Government, which this country enjoys 
in as great a degree as any other nation, and believing that well-conducted semi- 
naries of learning in which youth may acquire knowledge, with the advantages of 
places of public worship to iucliue their minds to morality and religion, are the 
most probable means to effect their design, have associated for this (as they con- 
sider) laudable purpose and have purchased a lot of land in East Greenwich contain- 
ing an acre and twenty rods, upon which they intend (with the assistance of others 
that may be equally disposed to promote the good of mankind) to erect a building 
about sixty feet long and thirty feet wide, two stories high, and convenient for the 
accommodation, and, when properly regulated, suitable for the instruction of a con- 
siderable number of youth in such branches of education as may be thought most to 
their advantage. They also please themselves with the idea that such an institution 
will be productive of the advantage to East Greenwich and its vicinity of introduc. 
ing a settled minister of the gospel to ])reach in the meeting house which is now so 
sehloni improved. 

This place (in East Greenwich) being central in this State, and possessing so many 
advantages, will induce many persons to ^dace their children here for education, 
wliere they can visit them with convenience and be frequent spectators of their 
improvement. To complete the contemplated plan very considerable expense will 
he re(iuired, much wore than is reasonable for a few to bear; but we Hatter ourselves 
that there are others, who, Ijelieving as we do the dissemination of literature, infor- 
mation, and religion is amongst the first duties of society, and the most productive 
of order and good regulations in republican governments, will become subscribers 
to this plan, and adding their names to these already mentioned will lend their 
assistance to support the society. » * * 

In accord with this design, the articles of incorporation were granted 
in 1802. How far the ideas of the incorporators were met will appear 
from the extracts from the charter. 

CHAKTEK OK KENT ACADEMY. 

AN ACT t(i incdi-porate. certain per.sons b.v tlie iiiime of the Propriotoia i>f Koiit Academy. 

Whereas the establishment of public institutions for the promotion of literature 
and general diffusion of knowledge is an object of the highest importance to society 
by affording the me.ans to the rising gereration of gaining instruction in the princi- 
ples and practice of virtue, and of acquiring that knowledge and wisdom which is 
necessary to qualify them to fill with iLsefulness and honor the various stations and 
offices of life; and 

Whereas an academy founded in East Greenwich, in the county of Kent, would be 
highly beneficial to that place and advantageous to the Government; and 

Whereas a number of persons have undertaken in this design, and have by their 
coniniittee preferred a petition to this general assembly, praying that full liberty and 
power m:iy be granted unto them to found, endow, and govern said academy, and that 
they m.'iy be incorporated into one body politic by the name of Proprietors of Kent 
Academy, with all the i)owers, privileges, and franchises necessary for the purpose of 
said institution. » * *• 



ACADEMIES AND PREPARATORY SCHOOLS. 59 

Tlif-n follow the sections pertaining to tlie holding of property, board 
of government, duties of the officers, and the general management of 
the academy. Section 7 is of interest because therein "it is further 
enacted that, for the greater encouragement of this institution of learn- 
ing, tlie estate of this academy lying and being within this State shall 
be exempted from all taxes." 

Such was the purpose of the founders. The realizatioii of their wishes 
will be seen in the men who were educated there. 

The beneficent intiuence of the academy was more decidedly in the direction of 
general improvement of the community in character and acquirements and in inspir- 
incf higher aspirations generally than in affording very many conspicuous examples of 
brilliant careers. Very many men and women of sterling aud substantial qualities 
owed the groundwork of their education to the old Kent Academy.' 

Tbe institution was established in its present location in the year 
1802, as the Kent Academy. From its founding to the year 1839 it was 
conducted as a stock academy. It then passed for a few months into 
private hands, but upon the organization of the Providence (now New 
Enjiland Southern) Conference of the Methodist Episcopal Church, in 
1841, it became the property of the conference by purchase. Finally, 
in 1884, it was repurchased by a stock company, but in 1888 the stock 
was surrendered. It is now conducted by a board of thirteen directors, 
six of whom are selected by the corporation, six by the conference, and 
one by the alumni. 

During all the transfers and changes in the academy, by common 
agreement the same grade of work was continued, so that the puri^ose 
of the founders was maintained. 

KAKLY IIISTOHY. 

The first teacher was Mr. Abuer Alden, and his assistant, Jeremiah 
G. Chadsey. From the record kept by Mr. Chadsey of the attendance 
the following will show the number of scholars: 

Quarter beginning December 31, 1804, 72; April 1, 1805, 122; July 1, 
180r), 133; September 30, 1805, 109; December 30, 1805, 83; March 31, 
1800, 101; June, 1806, 127; September 30, 1806, 100; December, 1806, 95. 

Mr. Chadsey was a graduate of Washington Academy, and has been 
mentioned more fully in connection with that institution. The follow- 
ing contract will show how the expense of the assistant was to be met. 

This is to certify that Jeremiah Chadsey agrees to assist me in teaching the school 
in Kent Academy, for which I, the subscriber, promise to give him two-fifths of the 
amount of the bills of tuition when collected. This contract to commence at the 
beginning of the second quarter, August 20, 1804, and to continue as long as I agree 
to employ him aud he agrees to serve me. 

Abnku Ali>en. 

'Historical address by Dr. Henry E. Turner. 



60 HIS'DIIY OF HIGHER EDUCATION IN RHODE ISLAND. 

My. Clunlsey also served as a secretary and treasurer. One of the 
bills from liis account book will give an interesting- comi)arison of 
prices : 

Jh-. Henry Mies. T Per Contra Cr. 

1804. 1805. 

Dec. 17. To the tuition of his sou May. By ploughing 1 lot 

22 weeks and coutingeut $3. 88 .June. Bv cash paid Mr. Alden 32 

1805. 'Nov. By .... (Its. milk 

To do. from Dec. 31 to .Mch. 20 and [ 1806. 

firewood 2. 40 Mar. By 1 load wood 1.7-5 

Apr. By lA doz. eggs 17 

I May By 12* lbs. veal at 4 ,50 

Mr. Alden was a man of good qualilications as a teaclier and suc- 
ceeded in establisliiug a good school. Said one of his pupils: 

The inllueuce of Mr. Alden in forming the morals and manners of his pupils, if a 
boy under 10 years of age can judge, was not inferior to his power of imparting 
knowledge. To my mind, and I knew him Avell in after years, he was the ideal 
schoolmaster. 

For tuition in 1808 the rates were, for reading and spelling, $2; 
reading, writing, and spelling, $2.25; arithmetic, with bookkeeping, 
$2.50: English grammar, $3; composition and speaking, $3; Latin and 
Greek languages, $3; the principles of a.stronomy and geography, with 
the use of the globes, $3.50. 

The following extract appears from the records of 1810 : 

Resolved, That the committee, collectively and individuallj', attend at least once in 
the week at the academy, and if necessary give the preceptor the friendly and can- 
did advice respecting the government and instructiou of the academy. 

Resolved, That the Rev. Daniel AYaldo he requested to call occasionally at the 
academy, to art'ord to the scholars of the institution such advice and instruction as 
his duty as a clergyman and parental kindness may dictate. 

Till 1820 the institution seems to have been no pecuniary gain to the 
proprietors. That same year it was — 

Resolved, That the secretary's account for the sum of three dollars be paid to him 
for recording the proceedings of the trustt^es from the. founding of the institution to 

1820. 

In 1822 ]Srathan Whiting was elec<^ed j)receptor. 

There has never been a school before or since where the scholars enjoyed such per- 
fect happiness as they did under the administration of Mr. Whiting. Althongli he 
was a fine classical scholar, possessing an abundance of general knowledge himself, 
he had very little faculty to communicate it to others. Being rather absent-minded 
and very unwilling to punish disobedience or neglect, unfair advantage of these failings 
was taken and enjoyed supremely. Occasionally,on pleasant summer afternoons, pupils 
were allowed, during school hours, to sit on the front steps of the academy, under the 
pretense of studying in the open air, where they would amuse themselves in composing 
satirical poetry on their teachers' eccentricities, and squibs on each other. Yet in 
spite of all this, some learned more in certain branches of knowledge during Mr. 
Whiting's administration than ever before, particularly geography and general 
knowledge of the world. Previous to this all the information acquired was froni 
Morse's geography, which was committed to memory and then recited, but Mr. Whit- 
ing taught by using the atlas and demonstration with the terrestrial globe.' 

' History of East Greenwich, Dr. D. H. Greene. 



ACADKMIES AND PREPARATORY SCHOOLS. 61 

TEXT-BOOKS. 

From tlie first catalogue, issued iu 1840, the list of teachers is taken. 
Rev. David G. Allen, principal : J. Newhall, A. b., languages and math- 
ematics; Miss Lucy G. Eldridge, preceptress; Miss Hannah 0. Eld- 
ridge, drawing and painting; Miss Anna S. Burge, music. The course 
of study is not stated, but can be inferred from the list of text-books, 
which is here given. 

Smith's grammar, geography, Adams' arithmetic, Davies' arithmetic, Legendre's 
geometry, surveying, Bailey's algebra, Olmsted's school philosophy, Guy's as- 
tronomy, Colt's bookkeeping, Mrs. Lincoln's botany. Parley's school history, Smellies' 
natural history, Jamieson's rhetoric, Abercrombie on the intellectual powers, Jones' 
chemistry, Worcester's third and fourth reading books. French — Bugard's prac- 
tical teacher, translator. Latin — Goodrich's Latin lessons, Adams' Latin grammar, 
Latin reader, Virgil. Greek — Goodrich's Greek exercises, Fisk's grammar, Greek 
reader. 

ItaUan and Spanish. — The common introductory books to these languages. For 
more adv anced scholars in Latin and Greek the books vary to accord with their 
after-course of study. Those used thus far have been Livy, Horace, Tacitus, 
Xenophon's Anabasis and Memorabilia. 

In this year, 1840, the above were the text-books, giving an idea of 
the grade of work done. The catalogue shows an attendance of 108: 
males, 52; females, 5G. There were 4 teachers in addition to the prin- 
cipal. 

From 1840 various principals have had charge of the academy. In 
1847 the academy closed with only 7 students, but the next year there 
was a return to its old-time prosperity. From the list of principals 
some names will appear which have more than a local reputation. 
Abuer Alden, A. m.; Joseph L. Tillinghast, A. M.; Aaron Putnam, 
A. M. ; Ezekiel Eich, A. m. ; James Underwood, A. M. ; Rev. Daniel 
Waldo; Benjamin F. Allen, a. m.; Nathan Whiting, A. M.; Charles H. 
Alden, A. m,; Rev. Ebenezer Coleman; Christopher Robinson, A. m. ; 
Rev. Henry Edes; Penuel Corbett, a. m. ; George W. Greene, A, m, ; 
Joseph Harrington, a. m.; Joshua O. Coburn, A. m.; Thomas P. Rod- 
man, A. M. ; Rev. James Richardson; Rev. Daniel G. Allen; Rev. Ben- 
jamin F. Teft; Rev. George F. Pool; Rev. Daniel G. Allen; George B. 
Cone, A. M.; Rev. William Bagnall; Rev. Robert Allyne; Rev. George 
W. Quereau; Rev. Micah J. Talbot; Rev. Berncc D. Ames; Rev. James 
T. Edwards; Rev. David H. Ela; Rev. Francis D. Blakeslee. 

The academy buildings are situated on an eminence overlooking East 
Greenwich Bay. The grounds contain 5 acres, and here are Winsor 
House, the academy, and the boarding hall. In the academy building 
are the recitation rooms, library, and chapel. In this building are the 
botanical, mineralogical, and geological cabinets. The rooms vary in 
size, according to the departments for which they are needed. The 
chapel IS commodious, and contains a pipe organ. In this hall the 
public exercises and entertainments are held. 



62 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

PROMINENT GRADUATES. 

A fair estimate of the work of an institution may be obtained through 
the men who liave been graduated. Among the graduates of this 
academy have been men in representative departments of public and 
professional life. Hon. Nelson W. Aldrich, U. S. Senator; William 
Sprague, U. S. Senator, and one of the war governors ; in State polities, 
Governor William Greene, of Warwick; Chief Justices Charles Matte- 
son, of Coventry, and Pardon E. Tillinghast, of Pawtucket; Hon. Henry 
T. Sisson, lieutenant-governor, and Hon. Enos Lapham, the present 
lieutenant-governor. In the professions, Rev. Charles H. Payne, d. 
D., atone time jiresident of Ohio Wesleyan University; William F. War- 
ren, ijresideut of Boston University; Samuel F. Upham, of Drew Theo- 
logical Seminary; Prof. Eben Tourjee, of the Boston Conservatory of 
Music; Prof. Alonzo Williams, of Brown University. 

Among names prominent in local reputation appear Hon. Samuel H. 
Cross, Hon, Frederic C. Sayles, Hon. Robert Henry, Hiram B. Ayles 
worth, and the celebrated boatbuilders, of Bristol, Charles F. Herres- 
hott and Charles F. Herreshoff, jr. Any such roll nuist be incomplete, 
but this institution seems to have received grateful recognition at the 
hands of its graduates, testifying that their mature judgment approves 
the educational methods and advantages of their youth. 

COURSE OF STUDY. 

Tbecourse of study provides for the classical, English, elocution, art, 
music, commercial, and normal departments. The instruction in the 
commercial course is made as practical as possible, by having one part 
of the room arranged as in bankers' and brokers' offices. The 
students take charge of these, thereby getting training by object 
lessons. Pupils are here prepared for college, and the studies taught 
are those of i)reparatoiy schools. A rounded education is afforded in 
case the student does not intend to pursue his education beyond thi"* 
institution. 



ACADEMIES AND PREPARATORY SCHOOLS. 



63 



College preparatory — Latin scientific. 

The three following courses are as comprehensive and thorough as those of most 
female colleges. Gentlemen, as well as ladies, who may wish to take a systematic 
academic course can pursue either of these to graduation and receiv^e a dijjloma. 

This course is arranged to give a preparation for the Latin scientific course in 
college. 



Fall. 



Latin grammar and les- 
sons .'. 5 

Algebra 5 

United States history 5 

English readings and spell- 
ing 1 

Casar, Cicero, and Latin . . 4 

French or German 5 

Geometry 5 

Roman history 1 

English readings 1 

Cicero 2 

^I^neid and eclogues 5 

Roman history 4 

Ancient geography 1 

Constitution of the United 
States 5 



Winter. 



Latin grammar and les- 
sons 5 

Physics or physiology 5 

Algebra 5 

English readings and spell- 
ing 1 

Cicero and Latin prose 5 

French or German 5 

Geometry 5 

English readings 1 

JEneid 3 

Georgics 5 

Mathematical review 3 

Chemistry 5 



Spring. 



Latin, Caesar 5 

Algebra 5 

Modern history 5 

English readings 1 

Cicero and Latin prose .•> 

French or German 5 

Rhetoric or astronomy 5 

English readings 1 

^neid 5 

Latin review 5 

Mathematical review 5 

English readings 1 



CoUef/e preparatory — classical. 

Wesleyan and Brown universities and other colleges admit our students without 
examination upon certificate from the principal. 





Fall. 


Winter. 


Spring. 


.2 


Latin grammar and les- 
sons b 

English grammar '> 

United States history 5 

English readings and spell- 
ing 1 


Latin grammar and les- 
sons 5 

Arithmetic, mental and 
written 5 

Physics or physiology 5 

English readings and spell- 
ing ■-■■ 1 


Latin, Caesar 5 

Modern history 5 

Arithmetic completed 5 

English readings 1 


<S 

Be 
3 


Cffisar, Cicero, and Latin 

prose 4 

Greek grammar and les- 
sons 5 

Algebra 5 

Roman history 1 

English readings 1 


Cicero and Latin prose 5 

Greek grammar and les- 
sons 5 

Algebra 5 

English readings 1 


Cicero and Latin prose 5 

Greek, Anabasis .5 

Algebra 5 

English readings 1 


u 


Cicero 2 


Virgil's .3Dneid 3 

Anabasis and Greek prose. 2 

French 5 

Geometry 5 

English readings 1 


^neid 5 


.2 


Anabasis and Greek prose. 3 

French 5" 

Geometry .'S 

English readings 1 


Anabasis 4 

Rhetoric 5 

Grecian history 2 


Senior year. 


.aineid and eclogues 5 

Homer. 5 

Roman history 4 

Grecian history 1 

Ancient geography 1 


Georgics 5 

Homer 5 

Mathematical review 3 

Roman history 1 

French review 1 

English readings 1 


Latin review 5 

Greek review 5 

Mathematical review 5 

English readings" 1 



64 



HISTORY OF HIGHER EDUCATION IN RHODE ISLAND 



College prepardtor II — scientific. 

This course is arranged to give i»reparatioii for the soientitic course in college and 
for schools of technology. 

lu this department special attention is paid to iiractical work in the laboratory. 
The students themselves perform most of the experiments in physics and chemistry, 
and pursue more or less of original investigations in geology, botany, and astronomy. 



Fall. 



Winter. 



United States liistory. 

Algebra. 

Constitution of the United 
States. 

Englisli readings and spell- 
ing (1). 



Physics. 
Algebra. 
Physiology. 
Free-hand drawins 



Spring. 



Modern history. 
Algebra. 
Rhetoric. 
Free-hand drawing. 



i 


French or German. 


French or German. 


French or German. 


>^ 


Geometry. 


Geometry. 


Logic or trigonometry. 


o 


Zoology or physics. 


Chemistry. 


Astronomy. 


ns 


English readings (1). 


English readings (1). 


English readings (1). 


s 




Mechanical drawing." 


Mechanical drawing.* 




Geology or surveying. 


English literature. 


Moral philosoplij'. 




Mental philosophy. 


Evidences of Christianity or 


Botany. 




English readings (1). 


analytical geometrj'. 


Applied physics. 


1 




Political economy. 


English readings (1). 




English readings (1). 





' Not required for graduation. 



Academic. 



Fall. 



Winter. 



Spring. 



Latin grammar and lessons. 
Algebra. 

United States liistory. 
English readings and spell- 
ing (1). 



Latin grammar and lessons. 
Algebra. 

Physics or physiology. 
English readings and spell- 
ing (1). 



Caesar. 
Algebra. 
Modern history. 
English readings (1). 



French or German. 

Geometry. 

Zoology. 

English readings (1). 



French or German. 

Geometry. 

Chemistry. 

English readings (1). 



French or German. 

Logic. 

Rhetoric. 

English readings (1). 



Geology. 

Mental philosophy. 

Constitution of the United 

States. 
English readings (1). 



English literature. 
Evidences of Christianity. 
Political economy. 
English readings (1). 



Moral philosophy. 
Botany. 
Astronomy. 
English readings (1). 



ACADEMIES AND PREPARATORY SCHOOLS. 



65 



Art. 

The studio is large and well lighted. It is furnished with all needful appliances 
for the successful prosecution of the studies of this department. 

Occasional lectures on art and an occasional visit to the art galleries of Boston 
will be accorded the students in this department. 



Fall. 



Arithmetic. 

Geograpliy. 

Drawings from patterns and 
casts. 

English readings and spell- 
ing (1). 



Winter. 



Arithmetic. 
Englisli grammar. 
Drawing from rasts. 
Perspective drawing. 
English readings and spell- 
ing (1). 



Spring. 



Arithmetic. 
English grammar. 
Perspective drawing. 
Architectural drafting. 
English readings (1). 



French or German. 
Drawing from nature. 
"Water-color painting. 
Illumination and lettering. 
English readings (1). 



French or German. 
Water-color i)ainting. 
Drawing from life. 
Crayon portraiture. 
English readings (1). 



French or German. 

Oil painting. 

Drawing Irom life. 

Botany. 

English readings (1). 



United States history. 

History of flue arts. 

Oil painting. 

India ink and sepia drawing. 

English readings (1). 



English literature. 

Historj' of fine arts. 

Oil painting. 

Drawing in colored craj'ons. 

English readings (1). 



Rhetoric. 
Art criticism. 
Oil painting. 
Drawing from life. 
English readings (1). 



Essays upon art will be written during the second and third years. 

Another language may be substituted for French or German. 

China decorating and waxwork are taught independently of the course. 

Elocution. 

This course is designed to so train the mind, voice, and body as to secure natural- 
ness and effectiveness in delivery, and to prepare the student for any position in 
which elocutionary excellence is desirable. Personal instruction is made a special 
feature of the course. Frequent opportunities are given for the recitation in public 
of illustrative selections. 



i 


Fall. 


Winter. 


Spring. 


'3 


Vocal technique. 
Speech, defects and remedies. 
United States history. 
English readings. 


Vocal technique. 
Physical harmony. 
Physiology. 
English readings. 


Vocal expression. 
Studies in emotion. 
Modern history. 
English readings. 




Vocal gymnastics. 
Analysis of gesture. 
French or German. 
English readings. 


Vocal effects. 
Gesture. 

French or German. 
English readings. 


Forensic oratory. 
Personation. 
French or German. 
English readings. 


s. 
o 

1 


Delsarte philosophy of expres- 
sion. 
Dramatic studies. 
Moral philosophy. 
English readings. 


Principles and methods of 

teaching. 
Criticism of authors. 
English literature. 
English readings. 


Applied methods. 
General review. 
Ithetoric. 
English readings. 



Xonnal. 

The object of this course is to furnish instruction, in both the theory and practice 
of teachiug, to those who can not well pursue a full course in a regular normal school. 
A thoroughly qualified and experienced teacher, a graduate of one of the first 
1123 R I 5 



GG HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

noruml schools of the country, has charge of ihis department. The intermediate 
department of the academy furnishes surperior opportunities for practice in teach- 
in<j, nndcr the direction of this normal teacher, such as is afforded by the very best 
State normal institutions. 

The course of study is definitely outlined and adapted to those for whom it is 
designed. A certificate is given to those, who, in tlie judgment of the faculty, 
are thoroughly qualified to teach. 

A community Avhere an institution of learning- is located should be 
tlie better for its j)resence and is justified in securing what it can from 
it. At the academy what are called "oratoricals " are held each Friday 
evening. It is the regular rhetorical exercise of those in that depart- 
ment, and to these the townspeople are invited. In addition to this a 
course of lectures and literary and musical entertainments are main- 
tained through the winter. By such means the people feel that they are 
welcome to the advantages which such an institution can share with 
them, and its sphere of usefulness is so much the more increased. 

SMITHFIELD SEMINARY, LATER LAPIIAM INSTITUTE, 

SMITHVILLE SEMINARY, 1S39-1863. LAPHAM INSTITUTE, 18G3-1875, NORTH SCITUATE. 

Smithville Seminary, afterwards Lapham Institute, was founded by 
the Rhode Island Association of Free Baptists. It was designed to 
give a liberal education to youth of both sexes. At the time of its found- 
ing in 1839, the Free Baptists had only two academies — one in Maine 
and the other in New Hampshire. The Rhode Island Association was 
desirous of having an academy in this State. To secure this object, 
the Rev. Hiram Brooks was called from the West and was empowered 
to solicit subscriptions. His faith in the prospects of the new institution 
as a paying investment was far stronger than his business methods; 
for while he was successful in raising the sum of $20,000, the manner 
in which it was done was unfortunate. He secured subscriptions from 
people of small means, who gave him nearly all their savings and who 
were promised a return of at least 7 per cent, possibly 10 per cent. 
The money raised was invested at once in the necessary buildings, and 
it was impossible to obtain any such return on the capital. Subscri- 
bers never received any dividends, and the knowledge of the manner 
in which the money was raised hampered the institution when it needed 
help in later years. The buildings are three in number; one large cen- 
tral building, with two wings separated nearly 20 feet from the central 
one by connecting halls. The recitation rooms, offices, dining room, 
and apartments for the faculty are in the central building, and the 
wings are the dormitories for the boys and girls, respectively. 

HO SEA QUIMBY. 

In the autumn of 1839 the school opened. The corporation consisted 
of a board of trustees and an examining committee. The ftrst prin- 
cipal was Rev. Hosea Quimby, w^ho came from the Maine Academy. 



ACADEMIES AND PREPARATORY SCHOOLS, C7 

He was assisted by Mr. Weld, Miss Joliusou, and Miss Weld. In a 
short time it was found that the first three named instructors could do 
all the necessary work, so the academic staff was reduced to that num- 
ber. For the next four years that was the corps of instructors. In 
1845 Quimby had as the assistant in the male department A. E. Brad- 
bury, and in the female, Caroline L. Bradbury. Two other teachers 
had the primary department, and Mr. A. L. Meader the music. The 
institution was now well started, and the next few years represented as 
high a period of prosperity as the school ever attained. The catalogue 
for the year 1845 shows an attendance of 132 in the male, 101 in the 
female, and 87 in the jirimary department. Outside of Rhode Island 
there were representatives from Massachusetts, Connecticut, ISTew 
Hampshire, Pennsylvania, New Jersey, and New York. 

IX)UUSE OF STUDY. 

The catalogue for the year 1S45 states that this institution presents 
to those youths, who may resort here, an opportunity for studying the 
Greek, Latin, French, Spanish, German, Hebrew, and Italian languages, 
the various branches embraced in English literature, the different nat- 
ural sciences, mathematics, metaphysics, etc. Instruction is also 
given in drawing, painting, instrumental and vocal music. The design 
is to afford means for fitting students to enter college, or for giving 
those who do not take a collegiate course the privilege of getting a 
thorough, practical education. The institution takes rather a medium 
stand between a college and a common academy; hence, several of the 
regular college studies, as well as the more common branches, are here 
pursued, giving good opportunity to all who wish to fit themselves for 
the great duties of life. 

The following books were used: 

Greek: Goodrich's Greek grammar, Anthon's Greek reader and 
lessons, Greek Testament, Xenophon's Anabasis, Donnegan's Lexi- 
con. 

Latin: Andrews and Stoddard's Latin grammar, Andrews's Latin 
reader, Ainsworth's or Leverett's dictionary, Caesar's Commentaries, 
Anthon's Sallust, and Cicero, Virgil (Cooper's), Horace, Livy, Ovid, etc. 

French : Surault's grammar, Belliger's phrases, first class book. Life 
of Washington, Racine, Boyer's or Meadow's dictionary, etc. 

Spanish : Sale's grammar. El Traductor Espaiiol, Novelas Espano- 
las, Don Quixote, Neuman's dictionary. 

Italian : Bachi's grammar and tables, Prose Italiane, Moralle Novale, 
11 Tesoreto, Dello Scolare, Italiano, Bachi's phrases and dialogues, 
Graglia's dictionary. 

Hebrew : Seixa's manual, Stuart's grammar and christomathy, Gibbs's 
Lexicon, Gesenius's Lexicon, Hebrew Bible. 

Mathematics: Sherwin's algebra, Davies' algebra, and Legendre, 
Bowditch's navigation, Flint's survey. 



68 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Natural Sciences: Comstock's elemeuts of clieiuistiy, natural pliilos- 
opliy, mineralogy and geology, Mrs. Lincoln's botany, Burritt's Geog- 
raphy of the Heavens, Poe's conchology, Combe's physiology. 

English: Fisk's grammar, Porter's rhetorical reader, Pope's Essay, 
Young's Night Thoughts, Davies' arithmetic, Emerson's third part, 
Smith's geography, Harris's bookkeeping, Goodrich's History of the 
United States, Worcester's history, American Expositor, Webster^s 
dictionary. 

Intellectual and moral sciences, etc. : Watts on the Mind, Upham's 
mental philosophy, Newman's rhetoric, Hodge's logic, Wayland's moral 
philosophy, Wayland's political economy, Paley's Evidences of Chris- 
tianity, Paley's Theology, with Paxton's notes. 

llhetorical exercises, etc : Besides a weekly rhetorical exercise, consist- 
ing of composition and declamation, there are various benevolent and 
literary societies designed to promote the moral as well as the intellec- 
tual welftire of the youths who may wish to enjoy their benefit. 

EXPENSE*. 

For tuition in English grammar, arithmetic, reading, writing, geog- 
raphy, Watt's history, rhetoric, moral science, or political economy, $i 
were charged. For each of the higher branches and languages, 75 
cents were charged until amounting to $5.50, but no student was 
required to pay more than that, however many studies he might 
take, except in case of music, drawing, and painting. The expense of 
these varied according to the expense the institution incurred in 
furnishing them. At present 50 cents is charged for vocal music and 
$(» for instrumental, including the use of piano. 

For board those who sit at the cold-water table were required to pay 
$1.12 J per week, at the other $1.32. (The table at which was furnished 
a vegetable diet and cold water was called " the cold-water table." At 
the other were served tea, coffee, and meat.) To those young ladies 
who take care of their own rooms an allowance of 12^ cents is made 
per week, so that to them the board comes to $1 per week at one table 
and $1.20 at the other. Hence, those females who arc disposed to 
engage in domestic labor, such as to keep their own rooms in order 
and wash and iron for themselves, will save on their expense, and there- 
fore actually earn, from 25 to 50 cents per week. The arrangement 
when first going into operation was to allow males the privilege of 
taking care of their own rooms as well as the females, but it was soon 
found that this would not answer, as they, not generally being accus- 
tomed to such kind of business, could not .attend to it so as to keep 
their part of the building in proper order. Many would bo enabled to 
do this, but generally to the contrary. 

For room rent ami furniture, students are charged from $1.50 to $2.50 
each i>er quarter. Tliose who have their wasliing done by the semi- 
nary pay 3 cents per piece. Students furnish their own lights and 



ACADEMIES AND PREPARATOKY SCHOOLS. 69 

pay for warming their rooms, the actual expense of this being ap- 
portioned among them. The design is to bring all the bills as low as 
will comport with having such a school as the wants of the commu- 
nity require. The whole expense of a student will vary from $18 to 
$26 a quarter. 

For the express benefit of those who are to go out for the purpose of 
common-school teaching, especial instruction will be given in the fall 
terms, and at other times if required. The class will receive a course 
of lectures on the subject of school keeping. 

The year is divided into 4 terms, of twelve weeks each, commenc- 
ing as near as practicable with the tiifferent seasons of the year. 

Quimby continued the school till 1854 when it closed with only about 
20 students. He is described by one who taught with him as a man of 
generous and benevolent disposition, who did all in his power to help 
needy and deserving students. In his own affairs, he saved little if 
anything for himself, but spent it on the school. He was a fine 
mathematician, but had no taste for the languages. He rented the 
school property to Samuel P. Ooburn, who became the principal. The 
school again flourished and for the year ending 1855 the catalogue 
records an attendance of 77 males and 55 females. 'Uhere were 6 assist- 
ants. The expense of tuition was a little higher. English branches, 
per term $5.00; higher English branches $5.50; Latin and Greek, 
$6.50; board at the seminary, $1.90 per week, or board and washing 
(allowing 7 pieces per week) $2.10. He kept the school for two years, 
when it was closed for a number of years. 

From the foregoing resum6 it will be seen that the curriculum was 
practical and of a high grade. The results were shown in the admis- 
sion of its graduates to the New England colleges. This high standard 
could not be maintained from the natural income of the school. The 
institution had no endowment fund, because all the money raised at the 
outset had been invested in buildings and furnishings. In 1850 the 
property, which was owned by the bank, and was in debt to the amount 
of $5,000, was put up at auction. There was an arrangement made by 
twenty-five of the Free Will Baptists to subscribe $200 each and secure 
the property. This movement was not carried out, for Mr. Quimby, 
the principal, bought the property himself. Quimby was assisted by 
six teachers at the close of the year ending July 17, 1851. The number 
of pupils was 152 ; males 79, females 73. There was the same grade of 
work as in 1845, and ci\al engineering was added to the course. 

The period of the greatest prosperity of the school appears to have 
been under the management of Mr. Quimby, from 1844 to 1848. The 
revival of this institution commenced with the year 1863, when the 
school took the name of Lapham Institute. 

CHANGE OF NAME. 

In 1861 one of the former teachers, who had left the school to enter 
the ministry, came back to Providence. He was interested in the old 



70 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

seminary and inquired into its existing status. This lie found was not 
encouraging-, for the buildings had been standing unoccupied and were 
each year falling more and more into dilapidation. He called to see 
some of the prominent men of the Free Baptist Association, but they 
took a gloomy view of the situation. In thinking over the problem 
the idea occurred to him of having what he called a "jubilee meeting," 
at which the old teachers and graduates should assemble and consult 
for the best advancement of the seminary. 

He suggested the idea to the Eev. George T, Day, and was asked by 
him when he would pnrpose to have such a jubilee. "The Fourth of 
Jul}', "he replied. " No, sir," said Mr. Day, " that Avon't do. We must have 
the institution opened and in rnnning order by the 1st of August.'' 
It was decided to hold a meeting the 22d of February, 18G3. Addresses 
were to be made by Rev. George T. Daj?^ and Prof. Thomas L. Angell 
on behalf of the alumni, and Mr. Quimby was to represent the teachers. 
The 22d of February that year was a very stormy day, and snch a severe 
snow storm prevailed that there was no suitable conveyance to the 
seminary, which was located 10 miles from Providence. The exercises 
were accordingly postponed to the next day. When the company then 
assembled it was announced that the Hon. Benedict Lapham had offered 
to buy the proijerty if the association would put it in repair. The offer 
of Mr. Lapham was accepted, and $5,000 was raised by the associa- 
tion. In recognition of this action on the part of Mr. Lapham the 
name of the seminary was changed to Lapham Institute. 

Under the new regime Rev. Benjamin F. Hayes was chosen principal, 
and the school was successfully conducted by him. He was called to 
the chair of mental and moral philosojihy at Bates College. At the 
close of his last year the attendance was 207. In the catalogue for 
that year an interesting footnote is made on the subject of expense, 
that "in consequence of- the high prices now prevailing, 10 per cent is 
for the present added to the term bills." 

Prof. Hayes was succeeded by his assistant, Thomas L. Angell, he, 
too remaining but two years, leaving to accept the chair of modern 
languages at Bates College. The next principal, George H. Ricker, 
remained seven years, and under him the school enjoyed an enviable 
reputation for the admirable classical training it afforded. He, too, 
was called away, to accept a professorship in Latin and Greek at 
Hillsdale College, Michigan. It speaks well for the grade of the 
academy, that three successive principals had been called to professor- 
ships in colleges. Prof. Ricker left in 1874. He was followed by A. G. 
Moulton, who died soon after the close of his first year. 

DEPARTMENTS OF STUDY. 

The last catalogue issued under his principalship offered the follow- 
ing courses and departments of study : (1) A college preparatory course; 
(2) A ladies collegiate course; (3) an English and scientific course; 
(4) a department in painting and drawing; (5) a music department. 



ACADEMIES AND PREPARATORY SCHOOLS. 71 

The summary of students in tlieso courses were: Classical, 14; Ejig- 
lisli, 70; musical, 27. The same grade of instruction was maintained, 
but a more modern series of text-books had been introduced. 

The last man to have the charge of the school was W. S. Stockbridge^ 
who remained until the school was closed, nor has it been resumed 
since. At this school nearly 1,500 students have been educated for all 
pursuits and x^vofessions. The class of students which it gathered 
within its walls appreciated the advantages of an education, because 
they had to work for them. For them there was no royal road to learn- 
ing. 

As is usually the case, the majority of the graduates have made 
for themselves a local reputation, but among those more widely known 
are James ]j. Angell (Brown University '49) president of Michigan 
University; ex-Governor Henry Howard, of Rhode Island, and his 
brother, lieutenant-govenor; Prof. Thomas L. Angell, of Bates Col- 
lege; Bev. George T. Day. 

The private schools for boys have maintained a high grade in the 
State, and many of them have i)repared students for college. iSome of 
these schools receive only day impils and others are boarding schools. 
Among the former is the English and classical school in Providence. 
Since its organization, in February, 1804, the whole number of boys 
admitted has been 2,150, of whom 250 were fitted for college and nearly 
100 went directly to scientific, medical, and law schools. This school is 
the largest. Among the others was the Union Hall School, under the 
management of Samuel Austin. This was established in 1847 and 
flourished till 1867. In 1852 girls were admitted. The Fruit Hill 
School, with Mr. Stanton Belden as its last proprietor, was a successful 
boarding S(;ho()l for boys and fitted students for the New England col- 
leges, besides offering instruction in navigation and surveying. 

The Rev. Charles H. Wheeler had a private school for boys and pre- 
pared students for Brown and the Xew England colleges. There were 
other j)rivate schools for boys in the State, but they were on a smaller 
scale. 

SMITHFIELD ACADEMY, UXIOX VII.LAGK, 1810-1813. 

The beginning of this academy was due to the labors of Elisha 
Thornton. He was one of the associates of Moses Brown in his estab- 
lishment of the Friends' school, in 1784, at Portsmouth. Thornton 
taught at his academy for thirty years, and removed to New Bedford 
about the beginning of this century. Till 1808 the educational move- 
ments were spasmodic. In that year was incorporated "The Smithfield 
Academic Society," Nicholas Brown being one of the incorporators. 
The labors of Thornton in the preceding generation Vv^ere now producing 
results in the petition of Peleg Arnold, Richard Steere, Ezekiel Corn- 
stock, Joel Aldrich, John W. C. Baxter, and David Aldrich to be made 
a body corporate by the name of the " Trustees of Smithfield Acad- 



72 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

emy." This petition was granted at the February session of the assem- 
bly, 1810. At the iirst meeting of the trustees the following officers 
were elected: President, Peleg Arnold; vice-president, Joel Aldrich; 
treasurer, Richard Steere; secretary, David Aldrich. 

As usual in those days, the money was raised by lottery. Two 
attempts were unsuccessful, but an arrangement was made with Joel 
Aldrich so that the necessary funds were raised. The building was of 
two stories, the scholars being in the main room. When the school 
increased the assistants had their special classes in the small rooms. 

This school was more than an academy in name, and its grade was 
that of the preparatory school for the New England colleges. From 
1835 to 1850 the school was very strong in science under the impulse 
given it by Prof Bushee. There was an attendance of many scholars 
who on leaving would complete their education ; hence for such there 
was an all-round course of study. The first teacher was David Aldrich, 
followed by Josiah Clark. Then John Thornton, the son of Elisha, had 
the school for six years. Among other teachers were Ward Wilson, 
George D. Prentice, and Ohristoi)her Robinson. At one period of the 
school previous to 1830 there was no settled teacher, ancl various ones 
tried it. The year 1830 marks the beginning of the period of greatest 
prosperity. The interest of the Society of Friends in the academy may 
account for the fact that students came here from the South. From 
1831 there were arrangements made for those scholars who wished to 
board in the j)rincipal's home and in the homes of some of the towns- 
people. The i)rice of tuition was $9 per quarter, and board $2.50 per 
week. 

In the case of Smithfleld Academy, as of so many others, its success 
is largely due to the energy of one man, who came to the academy in 
the autumn of 1830. It had had successful teachers before, but from 
his interest and long connection with the school he brought it up to 
its highest standard. 

PROP. JAMES BUSHEE. 

He was born in Smithfleld October 15, 1805. Till his eighteenth year 
his education was obtained at the public school in his native place. He 
wanted a higher education, so he spent two years at the Friends' 
school. On graduation he obtained a position to teach in Somerset and 
also in Fall River. In 1830 he returned to Woonsocket and opened a 
l^ublic school in Union Village, in the Smithfield Academy. The next 
year he opened at the same place a boarding school. His connection 
with the Smithfield Academy is of chief interest. 

From personal recollections by his old pupils he is described as being 
a man of spare stooping form, giving an impression of greater .height 
than he really had : 

He reminded one much of Abraham Lincoln, both iu the style of features and in 
the fact that acquaintance tritk him invariably removed the impression at first 
siyht unfavorable and left a far fairer one produced by a knowledge of the nobis 



ACADEMIES AND PREPARATORY SCHOOLS. 73 

mind and true Christian charity of the character that was behind it. His kindliness 
of heart often inclined him to help those scholars who were anxious to attend his 
school but could not pay full tuition. I know of several cases wheie he charged 
them nothing, and others not more than half the regular price for tuition, when 
at the same time the money was much needed. A longing for education was always 
enough to enlist his sympathy and aid. 

Eegarding liis moral character: 

I wish to add my tribute of appreciation and praise for the precepts which I 
received at his hands of a moral character. You, sir (the professor), taught me the 
importance of discriminating between right and wrong; you, sir, taught me the 
importance of being truthful and upright; you, sir, taught me to honor character; 
and if I have accomplished anything thus far in life it is due in no small degree to 
this instruction. 

Towards the end of the daily session he would tell the school to x)ut 
away their books, for he wanted to have some play. The play was a 
list of figures which he would give the scholars to add, and the one 
who was the first to give the right answer would be considered the 
smartest; but the one who was first, yet had the wrong answer, was 
very careful next time, because of the publicity of the failure. Said 
one of the bank presidents of Pawtucket: "I regard that fifteen min- 
utes' daily practice in addition as one of the best features of my edu- 
cation while at the academy. To-day I can add up a long column of 
figures quickly and accurately." 

The professor was a self-taught man, and was particularly happy in 
imparting information. He was an educator, for he could draw out 
what was in the dull and backward. He was quick to see the benefit 
of the conversational method for instructing and helping those who 
could not express themselves, and used this method in the sciences. 
The sciences were always a delight to him, especially astronomy. To 
him was due the credit arising from the statement that at Smith- 
field Academy the cabinets of minerals, chemicals, and philosophic 
apparatus were equal to those of Brown University. It was his pur- 
pose to write a text-book on natural philosophy, but he never did. He 
composed a treatise of nearly 200 pages on mathematical mechan- 
ics. In his passion for knowledge he would use all the money he had 
to buy the necessary appliances, and was often in debt. He had no 
time to make mouey, but his life work was a constant study how he 
could gather knowledge by which he could help his fellow-men. 

REMINISCENCES. 

His discipline was parental. He appealed to the student's sense of 
what was right and fitting. He seemed to treat his pupils as if they 
were on an equality with himself. If a rule was broken he would show 
the off'euder the reason for the rule and the result that would follow 
from its violation. He would also show the student that infraction of 
the rules would cause the principal sorrow, and such was the affection 
for him that the pupils would not wittingly do anything to hurt his 
feelings. 



74 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

He was a member of the Society of Friends, but characterized as a 
man of progressive ideas. Music was taught iu his school. He would 
allow the students to assemble whenever they pleased in his j)arlor to 
sing the " Old Granite State," such was his love for that hymn. 

One night one of the boys who boarded iu his family, as he was fall- 
ing asleep, began to hum some kind of a tune. Coming to the foot of the 
stairs the professor listened till he located the voice. Then asking, 
" Sonnie, is thee sick? " " No, sir;" replied the lad. " Well, I thougJit 
thee must be sick from the distressing noise I heard." 

Prof. Busliee did more than simply labor in the station where his 
life work was cast. His interest in the instruction of the masses was 
keen. When the lecture system came into vogue, he was first to organ- 
ize a course in Woonsocket. He was also actively interested in the 
antislavery movement. He was one of the founders of the Worces- 
ter Natural History Society, and served as one of its officers for nine 
years. In August, 1866, a large number of his pupils held a reunion 
in Worcester. The speeches and reminiscences show the esteem and 
veneration in which their professor was held. His educational work 
covered more than half a century and he entered into his rest Decem- 
ber 20, 1888. Perhaps no better impression can be given of this man 
than from his own words, at a reunion of his old pupils in the celebra- 
tion of his eightieth birthday. 

The eightieth anniversary of the birthday of Prof. James Bushee, 
which took place at his home in Union Village, deserves more than a 
passing notice, as there were nearly 200 persons present, a large num- 
ber of whom had at some time during the past fifty-eight years been 
under the instruction of the professor. As early as 2 o'clock the guests 
began to assemble, and it was a pleasing sight to witness the meeting 
of old friends and schoolmates, who had not seen each other for years. 
In places here and there, small grouj^s might be seen discussing ifici- 
dents of their school days and relating the little tricks they i^layed on 
the professor. But his side of the story generally unfolded to the inter- 
ested listeners a new side to the question, which seemed to confound 
the relators then as well as of old. Soon all assembled in the school- 
room and every seat was occupied. Prof. Bushee then called the school 
to order as follows : 

Ladies and Gentlemen : It is now my pleasant duty to Trelcome you. I heartily 
welcome you to our hearts and liomcs ; welcome you again to the old academy, where 
you have, as students, so often assembled in your youthful days; to this old academy, 
dear to you as well as to me. I have experienced many grateful things; none as 
grateful as the present. It is a pleasing task for me to extend to you all a heartfelt 
greeting amidst these hallowed scenes. We have here the bell which tolled here 
half a century ago to summon you to your recitations, and it has been thought fit to 
call you together to-day with this same bell, on the occasion of my eightieth birth- 
day. This is my fifty-eighth year in teaching — twenty-eight iu Massachusetts and 
thirty in Rhode Island — but I have finally returned to the old academy, a most fit- 
ting place for my years. I wished to have this present gathering take place on the 
old academy grounds. It is meet, after so long a time, after the lights and shadows 



ACADEMIES AND PREPARATORY SCHOOLS. 75 

of so many years, for the old piii»ils to commuue together, to speak of the thorus and 
crosses scattered along their joaths, and to relate liow tliey have passed their time. 
This is the bell that called you to your duties as students. This is the Bible with 
Tvhicli the moruiug services were commenced. This morning the bell was rung as 
usual, but never before has it called together such a number of pupils. The Bible 
was read, but never to Such a number. Allow me to read a few appropriate verses, 
which you liave so often heard from this long-since familiar book. 

The professor then read a few verses from the Book of Psalms, 
"Blessed is the inaii that walketh not iu the couusel of the ungodly." 

INIr. Bushee was the last one in charge of the academy, aud wh.eu he 
v/ithdrew its career was terminated. 



PART III. 
EDUCATION OF WOMEl!^. 

A chapter on the education of women has been deemed essential to the 
complete survey of the history of higher education of the State. There 
have been no colleges for women in the State, but the private schools 
and the academies have prepared students for such institutions and 
have been of a high grade. All the phases of female education have 
been developed from instruction in the elementary branches to the 
courses of lectures delivered by Prof. Diman to classes of ladies. At 
a time when institutions of learning for women were comparatively 
rare and educational methods were crude, the history of a seminary 
like that in Warren, where nearly 1,500 young ladies received a good 
education, or of a school like Mr. Kingsbury's, where a smaller number 
were graduated but the same high grade of work maintained, is of value. 
The greater part of the education for women was given by the private 
schools and academies. These schools have been under the direction 
of good teachers and have maintained a high grade in what they have 
offered. 

A place has been given to the normal school in this chapter because 
its character as a normal school has been varied, and because it was 
one of the institutions offering advanced education for young women 
and young men. The institutions which have been traced in detail are 
the oldest and most important. While these were exclusively for the 
higher education of girls, there were many young ladies who received 
a similar training in academies and schools like the Friends' School or 
the Kent Academy. The private schools of the State have offered 
thorough and effective education for young women. 

YOUNG ladies' HIGH SCHOOL. 

TOUXG LADIES' HIGH SCHOOL, JOHN KINGSBUKY, PEENCIPAL, 1828-1858 

The investigator of the history of education finds many phenomena 
in his researches, and must chronicle many changes. To-day long 
vacations are in vogue; the school hours are shorter; the buildings 
for schools are planned with a view to all the modern improved ideas, 
so called; but perhaps there is no greater change to-day than in the 
dei)artmeut of education for women, especially in their higher educa- 
tion. There are such colleges as Bryn Mawr, Vassar, Smith, and 
Wellesley, which ar<^ entirelv devoted to the higher education of 

77 



78 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

women, and many of the universities arc oi^eiiiiig their doors to women. 
Women are taking courses in medicioe, aud there is being erected in 
Cliicago an institution where women may receive theological training. 
Nearly all the educational advantages which are open to men are also 
open to women, while nearly all the professions have admitted women. 
The Young Ladies' High School was the pioneer in the institutions 
at Pi;ovidence for higher education. At that time the name high school 
was not used to indicate the highest grade in the public schools, but 
signified an institution of higher education. As illustrating the change 
in the ideas of education of women in the beginning of this century 
and to day, the following account, in Mr. Kingsbury's own words, will 
be of interest. This account was given by him at the close of his con- 
nection with this school, in 1858: 

To those who are familiar with public sentiment with regard to education now, 
l)ut who know, except as a matter of history, little of the change which has taken 
place during the past thirty years, the establishment and successful operation of a 
school like this may seem a small atfair. Could we, however, place them at the 
beginning of this series of years and with them trace all the circumstances adverse 
to success it would be much easier to make that impression which is so necessary 
to a perfect understanding of the subject. Allow mo to give two or three illustra- 
tions for this purpose. At that period the range of studies in female education 
was very limited in comparison with the present. In addition to the elementary 
branches a little of history, a smattering of French, and a few lessons in painting 
or embroidery were thought to be sufficient for the education of girls. The study of 
the Latin language, of algebra, of geometry, aud of the higher English branches was 
introduced into few schools out of the city of Boston, and it was tliought visionary to 
attempt the study of them here. In fact, it was hardly possible to escape ridicule 
in making the experiment. Even the boys in the street were sometimes heard to 
say in derision, " There goes the man who is teaching the girls to learn Latin." 

The subject of vacations will furnish another illusti'ation. Thirty years ago the 
public schools were allowed the Friday after each quarterly examination. Thus the 
enormous amount of just four days in the year, in addition to the Fourth of July and 
Thanksgiving, was allowed for vacation. Private schools generally had no vacation 
at all. Such was the state of public opinion that in the organization of this school i^ 
was not deemed politic to take more than four weeks' vacation at first, and this was 
thought l)y some persons to be an unwarrantable liberty. The same public opinion 
will not now be satisfied with less than eight weeks' vacation even in public schools. 

Again, the terms for tuition in private schools will furnish another illustration. 
Thirty years ago the price of tuition in the highest classical school in this city was 
$5 a quarter. I had the temerity to charge $12.50 for the same time, or $50 a year; 
and what is most marvelous, teachers were most offended at the innovation. 

It may be proper here to speak of the schoolroom and furniture. At the outset 
it was deemed important to arrange and furnish the schoolroom in such a manner 
that the transition from well-furnished homes to places of study should not present 
the wretched contrast which had been too common previous to that jieriod. Fre- 
quently a room set aside as unfit even for trade or mechanical purposes was selected 
aud fitted up in the cheapest manner as the place where the daughters of our richest 
and most respectable people were to be instructed. Therefore, in order to avoid this 
mistake, a building which had been used by the A'enerable Oliver Angell, of this city, 
for a schoolroom was procured and entirely refitted for the X)urpose. The old desks 
aud scats were removed, the walls were neatly papered, the whole floor was car- 
peted — a luxury till then unknown in this country, so far as I have been able to learn — 



EDUCATION OF WOMEN. 79 

and the room was fiirnislied witli desks covered with broadcloth, and with chairs 
instead of stift-backed seats. Some very excellent people lifted up their hands in 
astonishment, and said it would be a iiity to have so much m«ney wasted; that 
this furniture would need to be renewed so often that the expense could not be sus- 
tained. The novelty of such a schoolroom attracted many visitors, not only from 
this city but from abroad. One gentleman from Kentucky, being in Hartford, came 
here .solely to see it. The old room was low studded and badly ventilated. There- 
fore, at the end of twenty years and in accordance with the increased knowledge of 
physiology and school architecture, the old building gave place to the present struc- 
ture, which for beauty, convenience, comfort and health, is surpassed by few, if any, 
in the country. And here it may be proper to saj^ that the desks and chairs, which 
were thought to be an expenditure so extravagant and wasteful at the organization 
of the school, are still standing in the new building. After having been used thirty 
years they are so good that with proper care they may last many years longer. 

The e.stiuiate of liip^her education for women bas been noted, as well 
a.s tLe difficulty in it.s attainment. Brown University did very much 
to raise the educational standard in the community, and the public 
school system was in its infancy; hence there was a demand among the 
people for increased educational advantages for their daughters. It 
was in response to this demand that Mr. Kingsbury opened his school. 
In his own words, in the circular which was printed to announce the 
opening of this department of the High School — the only advertise- 
ment of any kind ever set forth to secure i^ublic attention — the follow- 
ing language was used to express the leaduig idea: 

Our object in the establishment of this department is to afl'ord j-oung ladies such 
facilities for education that they will be under less necessity of spending abroad the 
most important period of their lives, a period in which a mother's judicious care ia 
so necessary to the formation of character. In this undertaking wc look for support 
only among those who wish their daughters to acquire a thorough education. No 
attempt will be made to gain the approbation of such as would prel'er showy and 
superficial accomplishments to a well-regulated mind. 

The number of scholars was at first limited to 36, but, the accommodations allow- 
ing it, the number was soon increased to 40. Three more were added after the erec- 
tion of the present building, and 43 has been the fixed number ever since. No pres- 
sure of circumstances has ever induced me to add a single one beyond the prescribed 
number, except when by some mistake or misapprehension a member of the school 
was on the point of being excluded. In such a case the individual has been received 
as a supernumerary and gratuitous scholar. At the end of six months the comple- 
ment of scholars was full. Since this period there has always been a list of 
applications in advance of the full number varying from 20 to GO. When I decided 
to bring my connection with the school to a close there were 32 names on the list. 
The admissions for the whole period have been 557. 

The founder of this school deserves more than passing comment. 
Too often the professional man is guilty of the charge of narrowness, 
because he can not get out of the ruts which he has worn for himself. 
It is gratifj'ing to describe a man like Kingsbury, who was possessed 
of such a liberal and catholic spirit that President VVayland could say, 
while addressing the ladies of this school : 

Though you, ladies, have had so much, you have not nad all of John Kingsbury. 
While he has thus labored for you there has hardly been a benevolent efiort in this 



80 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

cit3' which has not felt the beueiit of his wise and disinterested efficiency. Whether 
a university was to be endowed, or a church to be established, or an association to 
be lifted out of difficulties, or a society of young men to be aided and directed in 
their labors to promote the cause of Christ, John Kingsbury was the man to do it. 
Nihil tetigit quod von ornarit, quod non adificavlt. Such has been, and is, your hon- 
ored instructor, and we come hero to unite with you to-day to testify to the appre- 
ciation lie is held by all good men in the city of Providence. 

Jolin Kingsbury was boru in Couuecticut May 26, 1801. He was 
educated by bis own exertions, for be was tbe son of a farmer in moder- 
ate circumstances. Tbe education of bis early years was wbat be 
obtained at tbe district scbool till be was 15. By teacbing be obtained 
tbe money to take bim tbrougb college, altbougb be also taugbt wbile 
in college. He graduated from Brown University in 182G witb tbe 
bonor of salutatoriau. After leaving college be taugbt in a private 
scbool in Providence for two years, and tben organized bis own scbool, 
over wbicb be presided for tbirty years. Wbile teacbing be bad a class 
in tbe Eiebmond Street Congregational Cburcb, wbere many young 
men came witbin tbe influence of bis tbougbt and teacbing. He also 
actively allied bimself witb tbe Franklin Lyceum, a scientific associa- 
tion. He was its secretary for some time, and also president. He was 
one of tbe founders of tbe iVmerican Institute of Instruction in 1830, 
and continued to be actively interested in it. 

Said Mr. Barnard, tbe retiring commissioner of public scbools, in 
1849 : 

To the uniform jiersonal kindness of Mr. Kingsbury, to his sound practical judg- 
ment in all matters relating to schools and education, to his prompt business habits, 
to his large spirit, to his iiunctual attendance and valuable addresses in every meet- 
ing of the institute which has been held out of the city, and the pecuniary aid which 
his high character and influence in this community has enabled him to extend to the 
various phius which have been adopted by this department, I desire to bear this pub- 
lic testimony and to make my grateful acknowledgements, both personal and official 

As sbowing tbe confidence reposed in bim it will be only necessary to 
mention tbe institutions witb wbicb be was connected : Tbe American 
Board of Commissioners for Foreign Missions, corporate member; Butler 
Hospital for tbe Insane, trustee; Brown University, trustee; afterwards 
one of tbe board of fellows and secretary of tbe corporation. In addi- 
tion to tbese duties be secured tbe greater part of tbe subscriptions for 
a new religious society, tbe Central Congregational Cburcb. He was 
also a very prominent member of a committee, in 1850, to raise $125,000 
for tbe more complete endowment of Brown University. He closed bis 
labors as a teacber to accept tbe position of commissioner of public 
instruction. From tbis brief sketcb, almost a mere catalogue of tbe 
offices of trust be beld, may be seen tbe esteem in wbicb be was beld 
by bis fellow citizens. Nearly all of tbese duties be fulfilled wbile be 
was teacbing. 

In a letter from one wbo knew Mr. Kingsbury tbe following state- 
ments are taken: 

It was the good fortune of many of the young men who, for the first time away from 
their father's house, and now freshmen in Brown University, were honored with 
an introduction to John Kingsbury, and who, through membership in his Bible class 



EDUCATION OF WOMEN. 81 

at the Richmond Street church, catered upon an acquaintance that ripened into a 
life-long friendship. Apart from the advantage that came from a careful and dis- 
criminating study of the scriptures, always made to bear upon actual contact with 
life's conflict, there was that in the man himself which was motive power for good. 
His was a wonderfully attractive power, and by its very winsomeness quickened in 
many of us a desire to be such a man as he. So direct and positive was this that it 
was invidiously said of one young man by some of his classmates that he was "try- 
ing to be like Mr. Kingsbury," and the writer on hearing it, was conscience stricken 
as possessed of a similar ambition for so high an houor. Mr. Kingsbury so identified 
himself with the good of every young man as that those whom he approached were 
drawn to him as to a father. He helped with living sympathies and friendly tokens. 
His influence, all unconsciously wielded in little, quiet ways, has long and always 
been retained. " Go home," he once said to the writer as vacation was approach- 
ing. " Go home as often as yon can while your parents are living. Make them glad 
by your presence and your devotion." This was said in a tone that fell like music 
upou the ear, and started chords that vibrate still in the homes we are always slow 
to leave. On another occasion, when it came to his knowledge for the first time that 
the son of a classmate was in Brown University, and was dishonoring his father's 
name, he said: "If the father of this young man had only attended the annual com- 
mencements and kept me informed of his son's intentions and coming I would gladly 
have sought him out and helped him to a better way." Such was John Kingsbury, 
and such the help he rendered to one and another young man as successive classes 
entered the university. The very sound of his name brings only i>leasant memories 
to every student who enjoyed his acquaintance and friendship. Though not one of 
the faculty of the university he was an educator of the young men who came to his 
Bible class and his home, none the less pronounced and none the less gratefully 
appreciated than they. 

With such a man as Kingsbury at the head of the school, and the 
high standard which he set up, it is no surprise that the institution 
Avas eminently successful. How this success was realized can be 
inferred from the reunion which was held at the close of his connection 
with the school, when the leading citizens assembled to bear grateful 
recognition of his services and labors. The success was also due to 
the following characteristics, which Mr. Kingsbury aimed to maintain : 

(1) To have the moral sentiment of the school always right. 

(2) To have the scholars feel that no excellence in intellectual attain- 
ments can atone for defects in moral character. 

(3) To form exact habits, not only in study, but in everything. 

(4) To have all the arrangements of the school such as are adapted 
to educate women. 

(5) To educate the whole number well rather than to elevate a few 
to distinction. 

(6) To train them to hapi)iness and usefulness by a harmonious 
cultivation of all the i^owers of the mind rather than to render them 
remarkable for genius or intellect. 

(7) To make them intelligent and efficient without being prone to 
ostentation or i)retension. 

(8) To make them feel that common sense is more valuable than 
literary or scientific culture. 

(9) To make elementary studies prominent throughout the course, 

1123 R I 6 



82 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

SO that spelling — old-fasliioued spelling — and the higher ancient 
classics have sometimes been contemi)oraneous stndies. 

Such was the standard of his school, and those who knew the man 
can testify that in so far as he was able he strove for tiie accomplish- 
ment of his high puri)oses. To show how he strove in this direction 
he states the following with reference to himself: 

(1) Unremitting labor from the beginning to the present time. 

(2) Never being so satisfied with past or present success as to 
indulge a tendency to inactivity. 

(3) Beginning every term with the same strong desire to make some 
additional improvement, as I felt at first for success itself. 

(4) Adoi>ting every real improvement in education, whether it was 
demanded by public sentiment or not. 

(5) Eejecting everything which did not approve itself to my judg- 
ment after examination and trial, though it might be demanded by 
public sentiment. 

(G) Kever allowing the public to become better acquainted than 
myself with educational interests, esi)ecial]y such as related to the 
education of young ladies. 

(7) Daily seeking the si^ecial aid of heavenly wisdom and guidance. 

These truly are lofty and noble purposes and could be taken as models 
by every educator in the land. It is gratifying in the extreme to note 
that a school with a lofty inirpose could and did succeed, and that, too, 
with no glittering announcement from catalogue or circular. 

Tbe occasion of the close of Mr. Kingsbury's relations to his school 
was celebrated by a reunion of his pupils in the chapel of the college. 
The corporation had offered the use of this building. The whole tone 
of the gathering was such as to deeply impress the principal that his 
work had been appreciated, and that his friends and pupils had come 
to do him honor. President Wayland presided, and the governor of 
the State, tbe mayor of the city, professors from the university, and 
clergymen were among those assembled. 

Said President Wayland, after explaining the reason of the reunion: 

To mo this gathering possesses pcculiai" interest, for I liave known this institution 
from its commencement, and have observed its progress to the present hour. It 
arose as the snu frequently arises on the morning of a most brilliant day, amidst 
clouds and mist. The greater part of our citizens looked at the attempt as very 
public-spirited but very chimerical. Our pojjulation was about one-third of its 
present number. It was seen that such schools as "wo needed could bo sustained in 
Boston, New York, and Philadelphia, but very few believed 'WO could sustain one in 
Providence. Mr. Kingsbury thought diiferentlj'. He knew us better than v"c knew 
ourselves. Mr. Kingsbury deterniined to have a ladies' school which should bo an 
honor to Providence, or ho would have none at all. He has realized his idea and the 
results are spread before the world. There is hardly a family amongst us, which, in 
soma of its branches, does not acknowledge with gratitude the benefit of his instruc- 
tions and personal influence. Five hundred of his pupils look upon him with grati- 
tude and veneration and at this very moment are returning thanks to the man whose 
whole life has been so successfully devoted to labors for their intellectual and moral 
improvement. 



EDUCATION OP WOMEN. 83 

YOUNG ladies' SCHOOL. (PKOl'. LINCOLN.) 

Upon the withdrawal of Mr. Kiug'sbury from liis school it was taken 
by Prof. J.L. Lincoln and continued under the name of the Young Ladies' 
SchooL In September, 18G7, Prof. Lincoln took charge. At that time 
it was the ojdy private school for young ladies in the city, aiid as the 
applications for admission were always in excess of the nund)er which 
could be accommodated, the school was select. There were seats for fifty 
students. In addition to that number, Prof. Lincoln had special classi'S 
that came in for English literature, or the sciences. There were always 
two regular assistants. Prof. Ohace lectured on geology. Prof. Apple- 
ton on chemistry, and his brother, William, on history. The princi[)al 
of the school had the classics. The course of study embraced a period 
of four years, and the young ladies received such an education as would 
have prepared them for entrance to colleges like Vassar or Smith. In 
some branches, such as physics and philosophy, mental, moral, and nat- 
ural, they were further advanced than the preparatory studies. There 
were no colleges for women then, and it was the aim of the school to 
give a young lady a training that would enable her to follow the pro- 
fession of teaching, or to occupy herself in any station of life which 
might present itself. 

But the influence and power of the school can not be estimated by 
numbers. As indicative of the character of the school, it will be suffi- 
cient to say that the standard marked out by the founder was followed. 
While maintaining his school Prof. Lincoln also had some classes at 
the university. In 18G7, feeling that he could not sustain the duties 
incumbent upon him, at the college and in his school, he ceased his con- 
nection with the school and devoted himself exclusively to his i)rofes- 
sorship at the university. 

In answer to an inquiry as to the number of pupils he had, Prof. 
Lincoln said: 

I find the names of 214 pupils registered during the eight years (1859-1867) of my 
school. During the first year I had 42 desks in the school, but as there ■uere more 
on my list waiting for admission, I put in 8 additional desks and alter that 50 
■svas the regular number. But besides these 50 pupils, I had older girls who came 
in for lessons; so that sometimes there were 70 pupils in the school. During these 
years there Avere 33 who may be said to have graduated, having stayed long enough 
to complete the course which I contemplated for the work of the school. 

Upon the withdrawal of Prof. Lincoln to the college Rev. John C. 
Stockbridge took the school. The previous traditions of the school 
and the same grade of work were maintained. The school continued 
under the management of Mr. Stockbridge till 1877. During that 
period 250 young ladies received their education in whole or in part at 
this school. Several were prepared for Vassar, so that the school still 
offered instruction in advanced work. 

The colleges for women having- been founded at a comparatively recent 
date, higher education was acquired at the private schools. These 



84 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

were of a liigli grade. In additiou to those described iu detail there 
was a private school organized in 1858 in Pawtucket by Mrs. William 
B. Read. This s{;hool was continued ten years. 

In 1866 Miss Mary E. Shaw opened a private school in Providence, 
and continued in charge of it till 1874, when it passed into the hands 
of Miss Josephine L. Abbott. Since the opening of colleges for women 
young ladies have been prepared for these institutions at this school. 
Among other schools in Providence were the Young Ladies' School, 
1805-1878, Miss Eliza Weeden 5 School for Young Ladies, 1871, Mrs. 
Fielden and Miss Chacej and several boarding schools for young ladies. 
In Pawtucket there were the Young Ladies' Seminary, 1875-1880, Mrs. 
Thomas Davis; and the School for Girls, 1881, Miss L. A. Greene. 

WARREN ladies' SEMINARY. 

This school was situated in Warren, one of the seaport towns. 
When the commercial and maritime history of the State shall be writ- 
ten, it will be found that the activity of towns like Warren, was an 
important factor in its development. In addition to the communica- 
tion which the town had with other centers, through the coming and 
going of the West India men and coasters, Warren was favored in the 
community of the interests of the inhabitants. Nearly all were related 
to each other by ties of kindred, and a high degree of public spirit 
characterized the i)eople. A town or community which is commercial 
is always characterized by more i^ublic spirit than manufacturing or 
industrial centers. The school was ever the pride of the town, and 
contributed greatly to the honor of the community. In Warren the 
college had been organized in 1761. 

The seminary was organized in 1834, May 7, and nearly all the mem- 
bership of the school for that year was from Warren. The whole num- 
ber of students was 75, and of these but 12 were from other towns. 
The following were the instructors: Robert A. CofiQn, principal and 
teacher in the classical and philosophical departments; Mrs. CofBn, 
teacher of drawing, painting, and ornamental needlework; Miss Mary 
Ann Eeed, teacher in the historical and descriptive department; Miss 
Julia Ann Arms, teacher of French and mathematics; Miss Adeline 
Croode, teacher of music. 

Mr. Coffin was a good teacher, and Miss Reed was for a long period 
connected with the school, proving herself a most excellent and pop- 
ular teacher. 

There were 5 proprietors of the school, and a board of visitors, of 
7 members. 

As this was one of the early boarding schools for girls and the only 
school of the kind at that period in Rhode Island, the prospectus, 
taken from the first catalogue is of interest. 

"A building has been prepared for the accommodation of the school 
containing a large hall, recitation rooms, lecture room, chemical labora- 



EDUCATION OF WOMEN. 85 

tory, together with the usual accommodatious for a family aud nine 
students. 

"The course of study is intended to be systematic, liberal, and thor- 
ough ; systematic, based on the laws of the human miudj liberal, giving 
access to varied sources of kn<^wledge and aiming at the development 
and improvement of all the mental powers; and at thorough training 
of the mind to habits of careful investigation, accurate reasoning, and 
patient, persevering research. The recitations are not the mechanical 
repetition of a set of words previously committed to memory, but the 
free exjiression of thought and feeling on the x>art of both teachers and 
scholars. Nor are the puj)ils confined to the lessons contained in their 
books. They are encouraged to seek for knowledge in the oiierations 
of nature and in the exliibitions of human character, and to ajijDly the 
principles of science to the occurrences of life. The religious influence 
exerted in the school is intended to be positive and efficient, but not 
sectarian. 

"The regular course of instruction in the English branches is intended 
to occuj)y three years. Before entering on the course, it is expected 
that ladies will be acquainted with the first principles of grammar and 
arithmetic and with some system of geography. There are in each 
year three terms of study, consisting of fifteen weeks each." 

COURSE OF STUDY. 

First year. 

First term. — Smith's Arithmetic, Malte Brnu Geoj^raphy, Parley's First Book of 
History. 

Second term. — Arithmetic continued, Second Book of History, Mason on Self 
Knowledge. 

Third term. — Lincoln's Botany or Good's Book of Nature, Book of Commerce, 
Grund's Geometry. 

Exercises through the year in reading, spelling, definition, grammar, aud compo- 
sition. 

Second year. 

First term. — Ijegendre's geometry, ancient history, Dillaway's mythology. Watts 
on the Mind. 

Second term. — Legendre continued, Comstock's natural philosophy, Whatley's Logic. 
Third term. — Ecclesiastical history, Comstock's chemistry, Newman's rhetoric. 
Exercises through the year in reading, grammar, and composition. 

Third year. 

First term. — Vose's astronomy, political class hook, Abercrombie's intellectual phi- 
losophy. 

Second term. — Bailey's algebra, Paley's natural theology, Mcllvaine's Evidences of 
Christianity. 

Third term. — Algebra continued, Eaton's geology, Parkhurst's moral philosophy. 

To those who wish for a more extended course than the above, instruction will be 
given in either or all of the following branches: Campbell's philosophy of rhetoric, 
Cheever's Studies in Poetry, Gambler's Moral Evidence, Smellie's philosophy of 
natural history, logarithms, trigonometry, practical astronomy, the Latin, Greek, and. 



86 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

French languages, dI■a^Yillg, painting, oriiaiiiental iioedlev/ork, ami music on the 
piano. 

The seminary is furnished with ax)paratnsfor illustrating the princijilcs of natural 

philosophy, astronomy, and chemistry; and lectures on tluse subjects aro given 
every term. lu the spring lectures aro given on school-k(;epiug. Occasionnlly lec- 
tures are given on other suhjccts. A course of 24 lessons in penmanship is given 
every term without any extra charge. 

Prices of tuition . 

I'd- term. 

Reading, grammar, goograjihy, and arithmetic .^3. 75 

Other branches in the regular course 5. 00 

Languages and English studies in the extra course, extra clKirges 7. 50 

Lectures 1.00 

Drawing a^Al painting 3. 00 

Ornamental needlework 1 . 00 

Calisthenics - 1.00 

Music 10. 00 

Use of piano 3. 00 

Price of board $1.50 per week, or $1.75, washing included. Fuel and light extra. 

Tho parents and guardians of the pupils, and others who aro interested in the 
cause of female education, are invited to visit the institution whenever they may 
find it convenient. Tho arrangements aro such that frequent visits will cause no 
interruption in the school and no deviation from tlio usual course of instruction.' 

The catalogue of the year 1836 shows a membership of IIG, of 
which 44 were pursaing tho reguhir course of three years. A larger 
proportion of students were coming from neighboring States, par- 
ticularly from Massachusetts. Three came from Yerniout and 2 from 
Georgia. The boarding house in connection with the seminary had 
accommodations for .30. For the year 1838, 94 students Avere enrolled, 
with repi-esentatives from 3 different Southern States. Southerners 
were induced to place their daughters in the school because their 
sons were at the college in Providence, only a few miles distant, and 
because the school was attracting attention by the excellence of its 
courses. Till 1842, when there was a change in the management of the 
school, caused by the incorporation of the governing board and other 
alterations, the successors to IMr. Coffin had been the Rev. Josiah P. 
Tustin, D. D., of Philadelphia, and Eev. John 0. Stockbridge, of Provi- 
dence. 

In 1842 a change was made in the school. The school property, which 
was owned by Shubael P. Child, Henry H. Luther, John Luther, and 
Jeremiah Williams, was capitalized by them and offered in 30 shares 
at $200 each. Those who took the shares, and the original proprietors, 
became the guardians and trustees. It was considered wise for the 
best interests of the school that the institution should be incorporated. 
Accordingly, in 1845, a charter was received from tho legislature, and 
in November of the same year, under its provisions, the permanent 
organization was effected. Shubael P. Child, president; Henry II. 

' Catalogue of the Warren Ladies' Seminary, 1834. 



EDUCATION OF WOMEN. 87 

Lntlier, vice-president; Charles Randall, treasurer; Thomas G. Turner, 
secretary. 

The board of directors consisted of Otis Bullock, G. M. Fessenden, 
Josiali r. Tustin, Samuel Hunt, John Norris, William H. Church, and 
A. M. Gammell. 

In 1842 A. M. Gammell was the principal, with five assistants. The 
school grew and acquired a reputation in the immediate vicinity, and 
also in JS'ew England. Girls were not received under 15 years of age, 
and some Avere at the school who were weil advanced in the twenties. 
For the year 1845 the catalogue shows the membership of the school to 
be 120; 1840,154; 1847,172; 1848,149; 1850,132; 1851, 148; 1853, 125; 
1855, 185; 1857, 114. In 1855 there were representatives in the school 
from ^ew York, Georgia, Massachusetts, Illinois, Ohio, Maine, Con- 
necticut, Nova Scotia, New Jersey, Pennsylvania, Florida, and Indiana. 
The funds which had been secured from the sale of shares in 1845 were 
devoted to additions to the building. In 1855 and 1856 it was clearly 
evident from the increasing patronage that the accommodations, were 
too limited. In the next year there was an issue of 20 shares, at $200 
each. These were chiefly taken by the principal, Mr. Gammell. The 
avails of this new issue were also devoted to the enlargement of the 
building. There was one more issue of 15 shares, not all of which were 
taken. The total number of certificates was 60. 

The seminary continued to prosj)er, but in 1857, during the vacation, 
the buildings were burned. There was an attempt to revive the insti- 
tution, but the loss of the buildings was a blow from which it did not 
recover. The faculty for the last year of the seminary consisted of 
9 instructors and 2 matrons. The board, including washing, fuel, 
lights, and tuition in the English branches, including lectures, vocal 
music, and calisthenics, was $175 for the academic year of forty-two 
weeks. 

The catalogue for the same year was called an "historic catalogue," 
because it contained the names of all the instructors and pupils from 
its establishment in May, 1834, to July, 1856. The instructors and 
matrons were 00, and the pupils 1,259. This number did not represent 
all the pui)ils who received instruction, as appears from the report of 
the board of directors to the board of trustees, where it was stated that 
more than 1,500 received "' the elements, and many of them the accom- 
plisliments, of a finished education." 

The school was also instrumental in contributing to the prosperity 
of Warren and thus to the State. As has been stated, the townspeople 
were, very many of them, related, and many of them followed the sea. 
Wherever they might go they could speak well of the school. Such, 
doubtless, was true in the case of students who came from Havana 
and Matauzas. The commencements and public exercises always drew 
many people to the town, and the Baptist church, where the exercises 
were held, was crowded. The institution was in touch with the col- 



/> 



88 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

lege, for some of the faculty were ou the board of examiners and were 
also lecturers iu special subjects. 

This seminary at Warren was an important factor in the education of 
women. A great many of the students were preparing themselves to 
teach, and had their training here. The normal school was not estab- 
lished till 1854, so that in a measure, its lack was supplied. The reim- 
tation which the seminary had for its instruction enabled many of the 
graduates to obtain positions as teachers, and thus to transmit meth- 
ods which had been employed so successfully there. The sphere of its 
influence was a wide one, for nearly all the States were rejiresented 
among the students. Many came from the South, because there were 
few such schools there, and because in many cases their relatives were 
at the college in Providence. 

With an able corps of instructors possessing the confidence and best 
wishes of the townspeoi)le, and furnishing a truly liberal education for 
the young ladies of the day, the Warren Ladies' Seminary is justly enti- 
tled to an honorable position in the history of education for women. 

NORMAL, SCHOOL. 

This school has furnished a good indication of the public opinion 
regarding advanced and improved ideas iu education in this State. 
The history of normal schools in the United States may be traced to 
the early i)art of this century. 

On the 2d of July, 1839, Mr. Mann wrote in his diary : 

To-morrow we go to LexiugtoD to launch tlie first normal school ou this side of 
the Atlantic. I can not indulge in an expression of the train of thought which the 
contemplation of this event awakens in my mind. Much must come of it, either of 
good or of ill. I am sanguine in vay faith that it will be the former. But the good 
will not come of itself. That is the reward of effort, of toil, of wisdom. 

The next day he records : 

Only three persons presented themselves for examination. In point of numbers 
this is not a promising commencement. What remains but more exertion, more and 
more, until it must succeed? 

What Horace Mann did for education iu Massachusetts, Henry Bar- 
nard did for Ehode Island. Said he : 

I have aimed everywhere to set forth the nature, necessity, aud probable results 
of a normal school, so as to prepare the public mind for some legislative action 
toward the establishment of one such school. 

After his election as school commissioner, in the school act which 
was prepared by him he inserted this clause : 

To establish one thoroughly organized normal school in the State, where teachers 
and such as propose to teach may become acquainted with the most apj)roved and 
successful methods of arranging the studies aud conducting the discipline and 
instruction of the public schools. 

Accordingly he used all his influence toward arousing public inter- 
est in favor of a normal school. He organized conventions and associa- 
tions of teachers and delivered lectures. He used the columns of the 



EDUCATION OF WOMEN. 89 

daily papers and issued numerous pamphlets which were distributed 
amony' the people. 

In 1845 a bill consolidating the various educational provisions was 
passed by the assembly. This included the establishment of one 
normal school. The act was i)assed, but it was unavailing, because 
no appropriation was made. The friends of such a school did all in 
their power to keep the question before the public, but nothing was 
done till 1850. That year tlie university was reorganized, and it was 
announced that there would be a normal department or a profes- 
sorshij) of didactics. Samuel S. Greene, who was the city superin- 
tendent of schools, was chosen to this jjrofessorship. Good work was 
done, but the public needs were not met, because the instruction was 
not suificiently popular. To meet this demand the normal school was 
opened on October 24, 1852, by Prof. Greene as a private school. He 
had three assistants, among them Dana P. Colburn. The first normal 
classes were held in the old Providence High School building, which 
is now the permanent home of the normal school. The school now was 
so successfully established that public sentiment in favor of securing 
its permanency was such as to induce the school committee to pass 
this resolution : 

Resolccd, That, in the opinion of this committee, tlie time has arrived when a 
normal school for the education of teachers should be added to our system of public 
instruction, and that it be recommended to the city council to establish such a 
school, either seiiarately, for the exclusive benefit of the city, or in connection with 
the government of the State of Ehode Island, for the joint benefit of the city and 
the State, as in their wisdom they may deem best. 

The school was continued by Prof. Greene through April, 1854. 

In accordance with the above resolution, appropriations were made 
and measures taken to reorganize the school. Prof. Greene was fully 
occupied at the university, so Dana P. Colburn was chosen princii^al, 
at a salary of $1,200. Thus, after nine years, did the work which was 
inaugurated by the wisdom of Mr. Barnard find realization. 

A notable event of this period was the lioldii*^ of a special session 
of the school, beginning April 7, 185G, and continuing for three weeks. 
" It was attended," says Mr. Colburn, " by nearly 150 teachers, and is 
believed to have been in a high degree successful." Of the gentlemen 
who gave instruction and lectures are found the names of Eev. Eobert 
Allyn, who succeeded Mr. Potter as commissioner in 1854; Mr. Barnard, 
Eev. Dr. Barnas Sears, then president of Brown University, Profs. 
Alexis Caswell, Eobinson P. Dunn, James B. Angell, George I. Chace, 
William Gammell, and Albert Harkuess; Eev. Dr. Edward B. Hall, 
Eev. George T. Day, Eev. E. M. Stone, Eev. Thomas H. Vail, Eev. John 
Boyden, Eev. Dr. S. A. Crane, Eev. T. D. Cook, Hon. Welcome B. 
Sayles, Gen. Jovseph S. Pitman, and Mr. Levi W. Eussell. 

In 1857 there was a proposition made on the i^art of Bristol that the 
school be removed from Providence to that town. This offer would 
relieve the State from the expense of the school. The proposal was 



90 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND, 

accepted. There had been some dissatisfaction that tlio State tieasury 
should bear so nuich of the expense, and it was thought by others that 
a cliangewas necessary for the j>Teater success of the school. In May, 
1857, the normal school Avas incorporated, and its removal to Bristol 
approved. Mr. Colburn was still in charge, and to him was duo, in a 
large measure, the success of the school. Two years after the removal 
of the school Mr. Colburn died. Tie had been well known among 
teachers and all the friends of i^ublic education in New England. His 
biographer said: 

There can bo no doubt that tho gre.it work of Mr. Colbiirn's life Ava.s his instruc- 
tion in normal schools. For ten years ho consecrated to this vocation his ripest 
powers of mind and heart, and by his success in it the value of his brief life must 
be estimated. The normal achool was his workshop, whence emanated his most 
liot-itivo influence on the surrounding world and where liis loss will be longest felt. 

The death of Mr. Colburn was a heavy blow to tlie school. In addi- 
tion the next few years brought the confusion and uncertainty of tho 
civil war. The location of the school at Bristol, a small town, was 
prejudicial to its growth. The academic staif of tlie school was good 
and the exertions made by the faculty were scholarly and able, but of 
no avail. In 1SG5, at the close of the spring term, the school adjourned 
for a period of five weeks, and in July the trustees suspended it indefi- 
nitely. The next five years were a i)eriod of trial and suspense for the 
friends of the school. An act was passed in ISGG to x)rovidc instruc- 
tion in the special preparation of teachers. Accordingly nearly 150 
were trained at the Providence Conference Seminary in East Green- 
wicii and at the Lapham Institute in Scituate. The exi)euse to the 
State was nearly $2,500. 

But the need of a normal school was just as imperative as ever, 
and extracts from the educational reports from the various towns for 
the year 18G9 show that the schools were sadly crippled in their efforts, 
because there was an insufficiency of trained teachers. In that same 
year Thomas W. Bicknell was appointed commissioner of education. 
He fully realized the need of a training school for teachers. The 
methods he used were on the same general i)lan as those employed by 
Mr. Barnard, The Rhode Island Schoolmaster, the educational i)a])er 
of tiie State, was suspended in 1868, but Mr. Bicknell revived it. He 
also began the organization of teachers' institutes and educational 
lectures for the public. The efforts of his predecessors had not lost 
their effect, and as a result of the new interest the board of education 
and the commissioner were made trustees. An appropriation of 
$10,000 was voted. The opening exercises were held in September, 
1871. One hundred and fifty applicants for admission presented them-, 
selves, and certificates were given to lOG. Before the end of that year 
the number of students was 115, of whom 8 were young men. Prof. 
James C, Greenough was principal. 

Among the last important links in the history of the school was the 



EDUCATION OF WOMEN. 91 

appropriation of $40,000 by tlie May session of tlie legislature in 1877 
to provide a permanent home for the school. The old high school 
estate was secured, and is now the home of the normal school. Since 
the reorganization the normal school has maintained its standard and 
has held its rank at the head of the public-school system of the State. 
The account of this school has been inserted under the chapter of 
education for women, because the personnel of the school is almost 
entirely of women. 



PART IV. 
BROWN IJNIVEESITY. 

The university now bearing the name Brown University is the only 
one which has had more than a chartered existence. It was founded 
in Warren in 17G4, and its original name was Ehode Island College. 
This change was made in accordance with a provision in the charter, to 
the effect that at any time thereafter a more particular name in honor 
of the greatest and most distinguished benefactor might be given. 
Built by the self-sacrifice and personal exertions of the founders, with 
the exception of a few years during the revolution, its existence has 
been uninterrupted, although its history has been varied. It has had 
periods of prosperity and i^eriods when the friends of the university 
trembled and anxiously awaited the outcome; but the very storms have 
served but to strengthen the university in the princij)les of a worthy 
endurance. 

The graduates of Brown are in every station in life, and gratefully 
acknowledge their debt of gratitude to those who taught and guided 
them in their university career. Brown has been fortunate in the good 
and noble men who have shaped its policy and assisted at its councils. 
The names of Manning, Wayland, Sears, Caswell, Dunn, Diman, and 
Gammell will recall men whose lives were consecrated to the highest 
good of their fellows. The iniiuence of such men is more than local; 
it lives in the lives of the students who came in contact with it, and 
the whole world of letters is better for the lives of these Christian 
scholars. In a smaller college the student has an advantage in that 
he can come in contact with professors during nearly all his course. 

The location of Brown in Providence, the largest city in the State, 
has given the university prominence, and it has availed itself of the 
opportunity for making its influence felt in the community. The lead- 
ing men of the university have been characterized by a public spirit, 
which has led them to respond to the call of the municij^ality or of 
the State. Not only at home but also abroad the academic staff have 
won distinguished merit and recognition by their x)ublic services. Brown 
University, which is already in possession of an honorable i^ast, is now 
girding itself for still greater usefulness in the future. The period now 
opening with the academic year of 1894, is one of greater prosperity 
than that of any i)recediug, and the policy of the present administra- 
tion is so shaping itself that this opportunity may be utilized to the 
utmost. 

93 



94 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

President Manning^ 17G4-1791. 

Those who write the history of the institutions of learning of the last 
two centuries must go beiiind the final movements which resulted in 
the establishment of the college or academy. The political and social 
environment of the leaders must be closely studied, for they were men 
of stroug personality. Those who came to the front were characterized 
by broad views, except in some cases wliere there was a denomina- 
tional bias. The relation between church and state was close, and 
the civic leader needed the ecclesiastical aid. The man who in its 
beginning may be said to have been the college was James Manning, 
If some of the later administrators are entitled to be called saviors of 
their college, to him belongs the title of father of the college. With 
hiiu the college was ever present; whether in the halls of the colonial 
or of the State legislature; in all, either public or i)rivate, he was ever 
planning how ho miglit best promote the interests of Ehode Island Col- 
lege. The biography of Manuing in his later years is the story of the 
institution, so closely was he identified with it. The history of the 
foundation reflects his life. 

OBJECT OF THE COLLEGE. 

The first president of Rhode Island College, afterwards Brown Uni- 
versity, Avas James Manning. The design of the college originated with 
the Philadelphia Baptist Association, and they decided to place it in 
Rhode Island. Manuing, who had been selected by the association as 
its agentin thematter, came to Rhodelsland and began the establishment 
of a college. The Baptists, then a small denomination, felt the need 
of an institution where their j'outh could be trained in their belief. 
There was the academy at Hopewell, JST. J., a preparatory school, but 
the denomination desired a college. 

Among the early documents of the university is one which states 
the very object of the institution. In order to explain this document, 
the account of the change of location must be very briefly anticii^ated. 
The first location was at Warren, in 1704; six years later, after much 
discussion, the university was removed to Providence. A movement 
was at once started by those who had wished the location to be at 
New))ort, to secure a charter for a new college at that town. The cor- 
poration of Rhode Island College at once decided to petition the gen- 
eral assembly for the rejection of the new charter. A memorial was 
prepared and a conmiittee chosen to present it in the assembly. This 
document will clearly sliov/ the reason for the establishment of the col- 
lege. 

To the honorable the general assemhhj of the colony of Ehode Inland, to sit at Xeiviiort on 
the first Wednesday in May, 1770. 

Tho remonstrance of tbo trustees and felloAvs of tbo corporation of the college in 
said colonics humbly sbowetb — 

Tbat tbo several denominations of Baptists residing in most of the Britisb north- 
ern colonies are, taken collectively, a considerable body of Christians; and these 



BROWN UNIVERSITY. 95 

people having of late years takeu iuto consideration that there arc no public semi- 
naries for the cdncation of j-outh where those of that persuasion can enjoy equal 
freedom and advantages wiih others, were thcrebj'- induced to form a resolution to 
erect a college and institute a seminary for the education of youth somewhere in 
North Amci-ica, to he effected chiefly, if not altogether, hy the application and at 
the cost and expense of the Baptist churches. That, having proceeded thus far, 
they began to inquire after the most convenient place for esecuting their design, and 
on deliberation, finding that the colony of Rhode Island was settled chiefly by Bap- 
tists, that a very considerable i>art of the inhabitants are still of that persuasion, 
and that a universal toleration of liberty of conscience hath from the beginning 
taken place in it, they had great hope it would prove a proper place for founding a 
college, and in which the infant institution might bo most encouraged; and accord- 
ingly they applied to the general assembly of said colony for a charter of incorpora- 
tion, which they thankfully acknowledge was i'rccly granted them. 

That in forming this charter care was taken that, notwithstanding the burden of 
expense was to fall chiefly on the Baptists, yet no other Chri.stiau society should be 
excluded from the beneflts of it, and, accordingly, asufhcicut number from each of 
the principal of them was taken iu to bo trustees and fellows in the corporation as 
might be able to take care of and guard their interest in it in all time to come. 
And the youth of every denomination of Christians are fully entitled to and actually 
enjoy equal advantages iu every respect as the Baptists themselves, without being 
burdened with any religious test or complaint whatsoever. ' 

SKETCH OF JAMES MANNING. 

James Manning- was boni in Elizabetlitown, N. J,, October 22, 1738. 
His father was a farmer. Of liis mother it was said " she exemplified 
in her daily life the happy and sanctifying influences of the Christian 
religion."' In later years Manning was said to have preeminently good 
sense, and there is no doubt but that he owed much of it to his home 
training. Of his schoolboy days but little is known. Said the editor 
of his published letters : " I have not found in the whole series of letters 
one misspelled word." That fact indicates some degree of diligence 
and application in the elementary education which he received. He 
entered a preparatory school at Hopewell, where an academy had been 
opened " for the education of youth for the ministry." At the age of 
20 he was admitted to membership in the freshman class of the 
College of New Jersey. The information with reference to his college 
days is meager, but he is said to have been characterized bj^ diligence 
and devotion to his studies. He excelled in rhetoric, eloquence, moral 
philosophy, and the classics. He was also fond of athletics. He was 
graduated with the second honor in a class of 21. Shortly after 
graduation Manning made preparation to enter upon the minis- 
try, the profession which was to be his life work. In the sketch of the 
early days of the college the preliminary steps in its establisliment 
were described. Manning, after graduation, had made a tour through 
the southern colonies and had come to Rhode Island to found a college. 
From his account of the college, which he never completed, it is seen 

' History of Brown University from Illustrative Documents. E. A. Guild. Pp. 

205, 206. 



96 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

tliat lie was very iJiomiuent in the work of organization. The cliarter 
was secured in February, 17(14, but no home for the college had been 
provided. It seemed desirable that the location should be in some place 
where the president could i)reach, in addition to the work of instruc- 
tion. The two churches in Newport had competent preachers and 
there were reasons why a settlement at Providence was undesirable at 
that time. In April of the same year Manning removed with his family 
to Warren, where he opened a Latin scliool, preliminary to collegiate 
instruction. This Latin school founded by him has continued till the 
present time, and is known as the University Grammar School. Man- 
ning at the second meeting of the corporation held in Newport, Sep- 
tember, 17(55, waseleeted "presidentof the college, professorof languages 
and other branches of learning, with full power to act in these capaci- 
ties at Warren, or elsewhere." 

Manning from the very beginning of his (connection with the college 
had its welfare deeply at heart. He knew nothing which was para- 
mount to the state of religion in the country and Ehode Island College. 
The details of his life henceforth are so closely identified with the phases 
and crisis of the college that they will be given in their appropriate 
place. 

COIJRESPONDENCE. 

Manning was an active correspondent with all whom he thought could 
assist the college. In nearly all of his letters, in some way or other, he 
makes reference to the needs of the college. In one letter to Rev. John 
Eyland, of England, he says : 

What think you of an application to England, by some suitable person, in order to 
augment our little and insufilicient fund, as Mr. Edwards made but a partial applica- 
tion; or would a -well-concerted scheme of a lottery to raise £1,000 or £2,000 meet 
with encouragement by the sale of tickets in England? 

The reply to this part of the letter is as follows: 

As to raising money by a lotterj'," I dislike it from the bottom of my heart. 'Tis a 
scheme dishonorable to the supreme head of all worlds and of every true church. 
We have our fill of these cursed gambling lotteries in London every year. They are 
big with ten thoiisand evils. Let the devil's children have them all to themselves. 
Let us not touch or taste. 

In justice to the sentiments of Manning on the subject of lotteries he 
continues to the same friend in reply: 

Your opinion of lotteries coincides with mine; but some of our friends urged me 
to mention the subject, as they could not see a prospect of supplies in any other way. 
Besides, I believe there have not been such iniquitous methods used in this matter 
with us as in the State lotteries at home. They have been used to i)romote good 
designs. 

In another letter to a friend in England he says: 

Do you think it would be worth while for an American Indiiin. as we are generally 
deemed, to visit England on the errand of collecting some more money for our col- 
letre? 



BROWN UNIVERSITY. 97 

A list of " "worthy men of learning and character who desire the hon- 
ors of Ehode Island College" m Euglaud had been sent to Manning. 
Before honoring them thus it was the wish of the faculty to know if they 
had been consulted personally, and if they desired the honors, other- 
wise they feared the bestowal of the honor would do the college liarm. 
Manning, who had conducted tiie correspondence, was informed in rej^ly 
by Rylaiid: 

For mo to ask any of those gentlemen I nominated in my letter -whether he would 
please to accept a degree from your college would spoil all the honor and delicacy of 
conferring it. Its coming unsouglu, yea unthonf/ht of, constitutes its chief excellence 
and acceptableness to men of fine feelings. For my own part I would not have given 
you a single farthing, or so much as a thauks, for a feather if I had it not in my power 
with the utmost truth to say, "I neither sought it nor bought it, nor thought for a 
moment about it " 

Letters of acceptance of gifts to the college, urging its claims on the 
friends of the denominations, notes of condolence, and letters discuss- 
ing mooted points in theology occur at frequent intervals till 1779, 
when Manning left the city for awhile to visit his friends. From the 
wide range of topics which came under discussion his ability and devo- 
tion to the college were recognized, 

FUNDS AND LOCATION OF THE COLLEGE. 

The charter had been secured for the new college and James Manning 
had been chosen to the presidency. The college opened with one 
student. Although there was but this one college in the State, it was 
practically in charge of a single denomination. The charter was such 
that other denominations were to be represented, but the management 
was vested in the Baptists. When the question arose how funds were 
to be raised, the corporation naturally looked to their own denomina- 
tion, not only in this country, but in Euroj)e. Among the friends of 
the college in its immediate neighborhood, the sum of a trifle more than 
$1,000 was raised. The corporation furnished credentials to the Rev. 
Morgan Edwards, who offered to go to England and Ireland, in order 
to see what could be done there for the seminary. Wales was his 
native country, but he had received his education in Ireland. He had 
the indorsement of many of the clergy of his denomination, and from 
the assistance of friends of the cause raised $4,500. Writing from 
London to President Manning he says: 

If I were to stay in London ever so long I believe I should get money, but it comes 
so slowly and by such small sums that I can not spare the time. However, I may 
depend on the friendship of two or three when I leave the Kingdom, who have prom- 
ised to solicit for us, and do not doubt but what they will do more than I shall be 
able to accomplish, as they may watch convenient seasons. There have been no less 
than six cases of charity pushed about this winter, viz: Two from Germany, two 
from the country of England, and two from America. The unwearied beneficence of 
the city of Loudon is amazing 

At the South, by vote of the corporation. Rev. Hezekiah Smith was 
empowered to solicit subscriptions. He was absent from home a little 
1123 R I 7 



98 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

more than eiglit months, and traveled through Georgia and South Caro- 
lina. The friends in these provinces came to the help of the cause he 
pleaded and he reported to the corporation the sum of $2,500. The 
funds raised by Edwards were devoted to an income for meeting the 
salary of the president, and those raised by Smith were devoted to build- 
ing i^urposes. In the South these subscriptions ranged from £100 to 10 
shillings, and represented a large number of subscribers, but were not 
sufilcient to siistain the college. Before steps could be taken to raise 
more money, another question arose. This was a point involving the 
loca.tion of the college, whetlier it should remain at Warren, or be 
removed to some other part of the State. 

Morgan Edwards, one of the early chroniclers of the college writes: 

To the year 176!) this seminary was for the most jiart friendless and moneyless, and 
therefore forlorn, in so much that a college edifice was hardly to be thought of. But 
Mr. Edwards making remittances from England, some began to hope, and many to 
fear that the institution Avould come to something and stand. Then a building and 
a place for it were talked of, which opened a new scene of troubles and contentions 
that had well-nigh ruined all. Warren was at first agreed upon as a proper situa- 
tion, where a small wing was to be erected in the spring of 1770, and about £800 
raised towards it. But soon afterwards some who were unwilling it should be there, 
and some who were unwilling it should be anywhere, did so far agree as to lay aside 
the said location and propose that the county which should raise most money should 
have the college. Then the four counties went to work with subscriptions. 

The four counties were Bristol, Kent, Newport, and Providence, 
although at the outset the contest lay between Warren and East Green- 
wich. 

At the annual meeting held for the first time in Warren, a committee 
of four, with the president, reported that the college be located in some 
part of the county of Bristol, and it was so voted. Soon after that 
meeting a notice appeared in the Providence and Newport paper 
that— 

Application has been made by the gentlemen of Kent County setting forth that 
they have opened a subscription for founding and endowing said college, on condi- 
tion that the edifice bo erected in the county of Kent; and desiring an opportunity 
for assigning their reasons to the corporation for a reconsideration of their vote at 
their last meeting, for erecting the edifice in the county of Bristol. The meeting of 
the corporation was called to meet at Newport November 14, 1769, at which time 
and place the gentlemen concerned in securing subscriptions for the different places 
are desired, by themselves or their committees, to appear, present their several sub- 
scriptions, and offer their reasons in favor of the resjjectivo jilacos. 

This notice at once brought the matter under discussion again. 
Moses Brown appears to have been the first to suggest that the college 
be located in Providence. At the meeting of the corporation memor- 
ials were presented from the towns that -were striving to secure the 
prize. How far their zeal was influenced by a desire to secure the best 
welfare of the institution can not be determined. The arguments, 
however, are interesting. In the memorial from Providence the fol- 
lowing were alleged as reasons why the college should be X)laced there: 

First, that it is absolutely ncscessary that there be money enough collected for 
erecting the college edifice and other buildings. Sensible of this the inhabitants 



BEOWN UNIVERSITY. 99 

we represent generously subscribed £800, upon principles of regard aud esteem for 
so useful and necessary an institution. 

The principal benefit to a college is the number of students, which may ration- 
ally be supposed to be greater at Providence than at either of the other places pro- 
posed. Reference was made to the catholicity and liberality of the charter and the 
argument advanced that students of various denominations could find churches of 
their own order at Providence. 

There was also the central situation, the free, cheap, and easy communication 
between the northern colonies and the several towns in this and the neighboring 
governments. To this may be added the greater plenty and cheapness oi all kinds 
of provision, fuel, clothing, and cheapness of board. 

The ease and convenience with which parents may visit their children to sec their 
proficiency, as well as in case of sickness or accidents, where the best jihysicians 
and remedies are at hand. ^^ » * 

We have a public library which, in the infant state of the seminary, must be very 
useful to all the scholars, and particularly for those who may incline to the study of 
lav^ or physic (either before the first or between that and their second degree). We 
have not only large and useful libraries in both these faculties, but gentlemen of 
eminence, who would bo very useful in the prosecution of such studies. 

Wo have two printing offices, which will much contribute to the emoluments of 
the college, there being thus published a weekly collection of interesting intelli- 
gence, which not only tends to the enlargement of the minds of the youth, but 
which will give them early opportunities of displaying their genius upou any aud 
useful subjects, and which must excite in them an emulation to excel in their 
studies. 

In tbe memorial from East Greenwicli: 

The county of Kent is the most proper place for erecting said college edifice. 

First. It is situated nearly in the center of the colony. This will more eff'ectually 
accommodate each respective county, aud therefore if the corporation should ever 
petition for the aid and assistance of government, it is more probable they will unite 
in forwarding and promotiong such grants. 

Secondly. The local subscriptions of Kent, united with the several general sub- 
scriptions, are sufficient to build and complete said college, and those temporary 
subscriptions will be found altogether insufficient for keeping up and perpetuating 
the institutional expenses. * 

Thirdly. As institutions of this kind have been found by experience not to pros- 
per iu popular towns, we think the town of Providence too large now in its pres- 
ent condition. As it is a place well calculated for trade, it is altogether reason- 
able from thence to conclude that the growth and enlargement of it in a very few 
years will render it cxuite unsuitable for seminaries of learning to be placed in. The 
town of East Greenwich, on the contrary, is well situated as to pleasantness, the 
town being large enough to accommodate the students effectually, and situated upon 
the post road, so that an easy correspondence might be had with any part of the 
contiuent, there being likewise a post-office in town, and every other advantage as 
to communication with other governments that Providence can urge. 

Furthermore, as it has been strongly argued, this institution is founded upon the 
most Catholic j)lan, therefore they say they have singular advantages over Kent as 
to the accommodations of the different religious denominations. Iu answer to this 
we rau say, in behalf of Kent, we have a Friends' and a Baptist meeting house 
nearly situated to the place where the college is proposed to be set; also a meeting- 
house of the Separates within 3 miles of East Greenwich, upon a good road, free 
from ferries; and it is highly probable, if the college is fixed at Kent, there will be 
a church and a Presbyterian meeting house built aoon. 



100 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

From Newport these claims were urged: 

From tbo suiiilliiess of the college funds it is certain tliiit tlie i)rinciiial and surest 
support must arise from the number of students; and whoever considers the nuuiber 
of inhabitants in Newport, the reputation of the island for health and pleasantness, 
the easy communication we have with all parts of this government, and with the 
Western and Southern colonies, and the cheapness with which pupils may be boarded, 
must confess that no place in this colony is so ])ropor to fix the colh^ge in, nor so 
likely to afford a sufficient nuuiber of students, as this town of Newport, 

Resides, a cousidcral)le advantage may be derived to the ])rofessors and students 
from tlio library (The Redwood) in this town. A library calculated for men of learn- 
ing, cousisting of a great number of well-chosen books upon all arts and sciences, as 
well as a very grt^at number in the learned languages, the use of which maybe allowd 
the pupils, under the discreet care of the president and tutors. This, in the infant 
state of the college, must be allowed to have great weight. 

Such was tlie tone and sucli were the arguments used by the 
memorialists, although the memorials have not beeif given in full. In 
the light of the i)resent day the arguments urged, in some cases appear 
amusing, but the different claimants were all in earnest to secure the 
location. The meeting called for November 14, 17G9, continued three 
days. Wednesday morning it was resolved: 

To recede from the vote of the last meeting to erect the college edifice in the town 
of Bristol. 

In the afternoon it was voted: 

That the business of the corporation be not postponed to a distant adjournment. 

Thursday morning it was resolved : 

That the place for erecting the college be now fixed. But that, nevertheless, the 
committee, who shall be appointed to carry on the building, do not proceed to pro- 
cure any other materials for the same, excepting such as may be easily transported to 
any other place, should another hereafter be thought better, until further orders 
from this corporation, if such orders be given before the 1st of January next; 
and that in case any subscription be raised in the county of Newport, or any other 
county, equal or 8U])erior to any now offered, or that shall then be ottered, and the 
corporation bo called in consequence thereof, that then the vote for fixing the edifice 
shall not be esteemed binding, but so that the corporation may fix the edifice iu 
another place in case they shall think proper. 

The last meeting of the corporation to decide the question of location 
was held at Warren, February 7, 1770. Says Manning m one of his 
letters: 

The dispute lasted from Wednesday last, 10 o'clock a. m., until the same hour on 
Thursday p. m. The matter was debated with great spirit and before a crowded 
audience. The vote was put, recede or not. It went not, by 21 against 14. In the 
course of the debates there was sometimes undue warmth, but upon the whole it 
subsided, and all parties seemed much more unanimous than I expected in after 
business. Many of the gentlemen of Newport said they had had a fair hearing and 
had lost it; but their friendship to the college remained, and they would keep their 
places, pay their money, and forward to their utnu>st the design. 

Thus ended the controversy, and the location was decided in favor 
of Providence. A petition was made to the assembly for a charter 
for a college iu Newport. It was favorably received iu the house, 
but indetiuitely postponed by the Senate. 



BROWN UNIVERSITY. 101 

FIRST COMMENCEMENT. 

Tlif liistorian Arnold wrote of the first commencement, September, 
17G9: 

Four years liad elapsed since the college at Warren was organized, and the gradu- 
ating exercises of connnencenient day now opened a new era and estal)lished the 
earliest State holiday in the history of Rhode Island. It was agreat occasion fortho 
people of the colony, and as each recurring anniversary of this time-honored institu- 
tion of learning calls together from distant jjlacea the widely scattered alumni of 
Brown University we do but renew on a more extended scale the congratulations 
that crow'ned this earliest festival of Rhode Island college. The first gradtiating 
class consisted of 7 members, some of whom were destined to fill conspicuous jjlaces 
in the approaching struggle for independence. It was noticed as a significant fact 
that all who participated in the event of the day, from the president to the candi- 
dates, were clothed in American manufactures.' 

Tlie members of the class Avere Charles Thompson, valedictorian, and 
afterwards a chaplain in tlie Kevolutionary army; TMchard Stiles, 
salutatorian ; Joseph Belton, Joseph Eaton, William Williams, William 
Kogers, afterwards a chaplain in the Kevolutionary army, and James 
Mitchell Varnura, afterwards a brigadier-general in the llevoliition, 
an eloquent member of Congress from Khode Island, and finally Judge 
of the Northwestern territory. From 1 pupil (William Rogers; at the 



■Contrast with the above, the following account of the eomniencement of June, 
1878, by Prof. Diman : 

Among the great festivals which break the rapid and unending round of the sea- 
sons there is none that brings with it the peculiar associations Avbich belong to that 
which we celebrate to-day. There are others more closely connected with household 
memories, or with the great events of ecclesiastical or civil life; but commencement 
calls back the buoyant feelings of the early days wlien hope was bright and when 
aspiration was high, and the long procession with which it lills our streets, lead by 
t!ie alert and eager step of youth and closed with the tottering steps of age, is a sol- 
emn panorama of human history. There are other processions which have more to 
attract the attention of the crowd, but there is none more impressive to a thought- 
ful observer. Year by year for more than a century it has pursued its accus- 
tomed route; each year some familiar form is missing from it, yet each year the 
vacant i)laces are lilled and it grows larger and larger with the sturdy growth 
of the ancient university, each season bringing its new accessions, one day in turn to 
become gray-haired and pass away. We can not but think that some wholesome 
lessons are conveyed by such a spectacle, and that few can walk to-day in this long 
line, in which successive generations are thus represented, without having reflec 
tions tinged with a more sober coloring. It must be a benefit once a year to turr 
aside from theaccustomed associations, which so often are centered in selfish andlim- 
ited aims, and which, when eagerly pursued, so often withdraw us from a wide sym- 
pathy with our fellows, and revive the generous aspirations of j-outh and renew the 
cordial fellowship which is the distinctive note of a liberal culture. It is easy 
to understand th(i feeling which restrained many, especially the older graduates, 
from taking part in this annual academic festivity. The thinned ranks of the classes 
that close the procession mingle a bitter drop in the joy with whioh the survivors 
greet each other. Yet we can not but think that they act more wisely who keep 
green in old age the recollections of youth, and who once a year make themselves 
young again among their old college classmates. 



102 HISTORY OF HIGHER EDUCATION IN RHODE ISLA.ND. 

opening of the college, it had grown to the number of 7 at grad- 
uation. From the daily i^aper is taken the order of exercises: 

1. The salutatory oration. Bicliard Stiles. 

2. Tbo Americans, in their present circumstances, can not consistent with good 
policy affect to become an independent state; a forensic dispute. James M. Varnum 
aud William AVilliams. 

;>. An oration on benevolence. William Rogers. 

i. Materia cogitaro nou potest. A syllogistic disputation in Latin. AVilliam Wil- 
liams, Joseph Belton, Joscpli Eaton, William Rogers, James M. Varnum. 

5. Tlie oratorial art; an oration Avith the valedictory addresses. Charles Thomp- 
son. 

The following account of the first comu>encem(!nt appeared in the 
Providence Gazette and County Journal : 

On Thursday, the 7th instant, was celebrated at Warren the first commencement 
in the college of this colony. About 10 o'clock a. m. the gentlemen concerned in 
conducting the affairs of the college, together with the candidates, -went in proces- 
sion to' the meetinghouse. After they had taken their seats, respectively, aud the 
audience were composed the president introduced the business of the day with 
prayer. Then followed a salutatory oration in Latin, pronounced with much spirit, 
by Mr, Stiles, which ])rocured him great applause from the learned part of the 
assembly. Ho spoke upon the advantages of liberty aud learning and their mutual 
dependence upon each otlher, concluding with proper salutations to the chancellor 
of the college, governor of the colony, etc., particularly expressing the gratitude of 
all the friends of the college to the Rev. Morgan Edwards, who has encountered 
many difficulties in going to Europe to collect donations for the institution and has 
lately returned. 

To which succeeded a forensic dispute, in English, on the following thesis, namely: 
" The Americans, in their present circumstances, can not, consistent with good pol- 
icy, affect to become an independent State." Mr. Varnum ingenuously defended it by 
cogent arguments liandsomely dressed, though he was subtly but delicately opposed 
by Mr. Williams, both of whom spoke with emphasis and propriety. As a ccmclu- 
sion to the exercises of the forenoon the audience were agreeably entertained with 
an oration on benevolence by ]SIr. Rogers, in which, among many other pertinent 
observations, ho particularly noticed the necessity which that infant seminary 
stands in of the salutary effects of that truly Christian virtue. 

At 3 o'clock p. m., the audience being convened, a syllogistic dispute was intro- 
duced on this thesis: '•' Materia cogitare non potest" — Mr. Williams the respondent; 
Messrs. Belton, Eaton, Rogers, and Varnum tho opponents — in the course of which 
dispute the principal arguments on both sides were produced toward settling that 
critical point. The degree of bachelor of arts was then conferred on the candidates. 

A concise, jiertinent, and solemn charge was then given to tho bachelors by the 
president, concluding with his last paternal benediction, which naturally introduced 
the valedictory orator, Mr. Thompson, who, after some remarks upon tho excellence of 
the oratorical art and expressions of gratitude to the patrons and officers of the college, 
together with a valediction to them and all present, took a most affectionate leave 
of his classmates. Tlio scene was tender, the subject felt, and the audience affected. 

The president concluded the exercises with prayer. Tho whole was concluded with 
a propriety aud sohMuuity suitable to tho occasion. The audience (consisting of the 
principal gentlemen and ladies of this colony and many from the neighboring gov- 
ernments), thougli large and crowded, behaved with tho utmost decorum. In the 
evening Rev. Morgan Edwards, by particular request, preached a sermon, especially 
addressed to the graduates and students, from Phil, iii: 8 : '•' Yea, doubtless, and I 
count all things but loss for the excellency of tho knowledge of Christ Jesus my 
Lord," iu which (after high encomiums on the liberal arts and sciences,) the superior 



BROWN UNIVERSITY. 103 

knowledge of Christ, or the Christian science, was clearly and fully illustrated 
in several striking examples and similes, one of which follows : "When the .'-uu 
is below the horizon the stars excel in glory; but when his orb irradiates our 
hemisi)here their glory dwindles, fades away, and disai)pcars.'' 

Not only the candidates, but even the president were dressed in American manu- 
factures. Finally, be it observed that this class are the first sons of that college 
which has existed for more that four years, during all which time it has labored 
under great disadvantages, notwithstanding the warm patronage and encourage- 
ment of many worthy men of fortune and benevolence, and it is hoped, from tho 
disposition which many discovered on that day and other favorable circuinstauces, 
that these disadvantages will soon, in part, be happily removed. 

The custom which was then begun of having a sermon on com- 
uiencemeut was continued until Dr. Wayland's administration in 1828. 
Its place has been taken by the president's levee, held on the evening 
of commencement. The sermon to the graduating class is delivered 
the Sunday before commencement. Commencement has been changed 
fi-om September to the third Wednesday in June. Class day occurs on 
the Friday before commencement. 

In 1786 these two resolutions were iiassed by the corporation: 

Resolved, That in future tho candidates for bachelor degrees, being alumni of the 
college, shall be clad at commencement in black flowing robes and caps, similar to 
those used at other universities. 

licsolved, That an exclusive right of furnishing such robes and caps, for the use of 
the candidates, be granted and confirmed to an undertaker for the space of fifteen 
years. 

COUKSE OF STUDY. 

The colleges and universities of this coitntry were founded upon the 
model of those in the mother country. There the universities were 
established for those who were intended for the professions of divinity 
and law. The courses of study were strong in the classics or in math- 
ematics. There was nothing in the early history of the college like a 
course of study as it is understood to-day, but from a revision of the 
laws made in 1783 some idea of the curriculum can be gathered: 

The president and tutors, according to their judgments, shall teach and instruct 
tho several classes in the learned languages and in the liberal arts and sciences, 
together with the vernacular tongue. 

The following are the classes appointed for tho first year, namely: In Latin. Vir- 
gil, Cicero's Orations, and Horace, all in usum Delphini; in Greek, the New Testa 
ment, Lucian's Dialogues, and Xenoj)hon's Cyrojiicdia. For the second year, in 
Latin, Cicero de Oratore, and C;esar's Commentaries; in C»reek, Homer's Hiad, and 
Lougiuus on the Sublime, together with Lowth's Vernacular Grammar, rhetoric, 
Ward's Oratory, Sheridan's Ijcctures on Elocution, Guthrie's Geographj', Kaime's 
Elements of Criticism, Watts and Duncan's Logic. For tho third year, Hutchin- 
son's Moral Philosophy, Doddridge's Lectures, Fenning's Arithmetic, Hammond's 
Algebra, Stone's Euclid, Martin's Trigonometry, Love's Surveying, Wilson's Navi- 
gation, Martin's Philosophia Biitaunica, and Ferguson's Astronomy, with Martin on 
the Globes. In the last year, Locke on the Understanding, Kennedy's Chronology, 
and Boliugbroke on History, and the languages, arts, and sciences studied in the 
foregoing years to be accurately reviewed. 

Two of the students, in rotation, shall, every evening after prayers, pronounce .i 
piece upon the stage; and the members of the college shall meet every AVednesday 



104 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

afternoon in the li;ill, at the ringing of th(3 bell at 2 o"clock, to pronounce, before 
the president and the tutors, pieces well committed to memory, and that they may 
receive such corrections in their manner as shall be judged necessary. 

It is not permitted aujone, in the hours of study, to speak to another except in 
Latin, either in the college or in the college yard. 

MANAGEMENT. 

The management of the university is vested in a corporation whicli 
consists of two branches — that of the trustees and that of the fellows — 
with distinct, separate, and respective powers. Tlie trustees are 36 in 
number, of whom 22 are forever to be elected ot the denomination called 
Baptists, or Antiptedobaptists, 5 of the denomination called Friends, 
or Quakers, 5 ot the denomination called Episcoj^alians, and 4 of the 
denomination called Congregationalists. These were the denomina- 
tions of New England a century ago. The number of the fellows, 
including the president, who must always be a fellow, is 12, of whom 8 
are forever to be elected of the denomination called Baptists, and the 
rest indilJerently of any or of all denominations. Tlie president must 
forever be a Baptist, dnce in three years the corporation, at its annual 
meetings, must chose from among the trustees a chancellor of the uni- 
versity and a treasurer, and from among the fellows a secretar3^ The 
office of chancellor is merely to preside as m derator of the trustees, 
the president, or in his absence, the senior fellow, being tlie moderator 
of the fellows. The instruction and immediate government of the col- 
lege is, and must forever continue, to rest in the president and fellows, 
or fellowship, to whom, as a "learned faculty," belongs exclusively the 
privileges of adjudging and conferring the academical degrees. 

PROMINENT MEN. 

Among nearly all the men of that day who were farseeing and who 
appreciated the advantages of education for their own and for succeed- 
ing generations, the college made friends. It also received the sup- 
port of those who were not directly engaged in literary pursuits, but 
were in business or in commerce. This was the period of great activity 
in the colony, as her magnificent bay afforded a means of distribution 
for all New England, so that the benefits of commerce might be real- 
ized and appropriated. The connection between commerce and educa- 
tion finds many illustrations in our colonial history. The interest on the 
other side of the Atlantic has been seen, in the success which Edwards 
met in securing funds for the college. Then too, at the South, there 
was displayed the same zeal. 

In Governor Hopkins the college had a firm friend, and his interest 
was recognized by his election as chancellor. He was an advocate of 
the location of the college at Providence, and by his extensive learning 
and genuine love of literatui^e proved a most efficient coadjutor of Presi- 
dent Manning, in all the plans and eiibrts of the latter, for the efifi- 
ciercy and usefulness of the college. The Browns, from one of whom 



BROWN UNIVERSITY. 105 

the university takes its name, have ever been deeply interested in this 
seat of learning. 

In 1866 Mr. Ives resigned the treasurership. For nearly a century the affairs of the 
college had been managed, as we have seen, with uncommon wisdom and skill, by 
the representatives of a single family. It is doubtful if a similar instance can be 
found in the history of any other college, and it is certain that there can not be 
found four successive treasurers thus related, who have displayed such remarkable 
munificence, ability, and zoal in promoting the welfare of an institution of learning. 
For this the names of John Brown, Nicholas Brown, Moses Brown Ives, and Robert 
Hale Ives will be held in everlasting remembrance by the graduates and friends of 
Brown University.' 

In colonial days appear the names of Dr. Ephriam Bowen, Governor 
Joseph Wanton, Hon. James Honeyman, of Newport; Nicholas Easton, 
a prominent merchant of Newport; Governor Samuel Ward, Dr. Joshua 
Babcock, of Westerly; Judge Daniel Jenckes, Eev. Samuel Stillman, 
of Boston; Rev. John Gano, of New York, and Jabez Bowen. Many, 
by self-sacrifice, sent their sons to the institution, thereby recognizing 
its usefulness; others, when the university was inveighed against, 
defended her good name. It is gratifying to think that many of them 
lived to see the institution established on a firm basis and to see the 
sons of Brown rising up to call her blessed. 

DISCIPLINE. 

Regarding the early discipline of the college we have the ideas of 
Manning himself, in a set of rules which he prei)ared in 1783: 

And whereas, the statutes are few and general, there must necessarily be lodged 
with the jiresident and tutors a discretional or parental authority; therefore, where 
no statute is particularly and expressly provided for a case that may occur, they are 
to exercise this discretionary authority according to the known customs of similar 
iustitutions and the plain, general rules of the moral law. And in general the i)eu- 
alties are to be of tlie more humane kind, such as are at once expressive of compas- 
sion for the otil'ender and of indignation at the offence, such as are adapted to work 
upon the nobler principles of humanity, and to move the more honorable springs of 
good order and submission to government. 

College life then was regulated more on the basis of the family. The 
professors and the tutors lived under the same roof with the students, 
and daily visits of inspection were a part of their duties. The follow- 
ing correspondence will illustrate the parental care and duties of the 
president: 

The late Judge Peleg Arnold, when about 18 years of age, in going to mill, heard, 
as he approached Friends' meeting-house at Upper SmitJifield, a great noise like the 
breaking in of windows, and, being desirous of ascertaining the cause, rode up the 
hill to within about 20 rods of the house, when he discovered two young men on 
horseback, each with a club, smashing in the front windows of the meetinghouse. 

Immediately on seeing him they wheeled and rode off at full speed. He being a 
vigorous young man and determined to ascertain who they were, in order to bring 
them to justice, threw his bag of corn in the road and started in pursuit. The race 
was a sharp one and continued for 6 miles, when the judge came up with and stopi)ed 

'Brown University, by R. A. Guild, p. 335. 



106 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

them on Cumberlaud Hill. After learning their names and places of residence he 
permitted them to proceed. One of the yonng men proved to he a student in the 
college, and the president, being informed of the circumstance, wrote to the clerk 
of the monthly meeting the following letter: 

Providence, December 12, 1770. 

SiK: Yon may think strange that I, a stranger to you, should address you by this 
epistle, but Avill excuse me when I give the reason, which is an information that I 
have received that one Scott, a youth under my tuition, some time ago, riding 
through Smithfield (in company with one Dennis, of Newport), rode up to and in a 
most audaciously wicked manner broke the windows of the Friends' meeting-house 
in said town, of which meeting I understand you are clerk. Upon the first hearing 
of this scandalous report I charged him Avith the fact, which he confessed, with no 
small degree of apparent penitence; whereupon I thought good to inform you, and 
by you the meeting, that i\\Qy shall have ample reparation of damages and such 
other satisfaction as they shall think proper, being determined to punish with the 
utmost vigor all such perverse youth as may be entrusted to my care, as I hold such 
base conduct in the greatest detestation. 

You will be so good as to lot me know when the first meeting of business is held, 
that I may send him up to appear before them, and make not only reparation, but such 
a confession before the meeting as shall be fully satisfactory. I choose to mortify 
him in this way, and should bo very glad that some of the heads of the meeting 
would admonish him faithfully, and show him the evil of such doings, if this would 
be agreeable to them; but I speak this, not to direct them in the matter, but what 
would be agreeable to me. When this is settled, we shall discijiline him with the 
highest punishment we inflict, next to banishment from the society; and with that, 
if he does not comply with the above. 

The youth has been but few months under my care, is a child of a respectable 
lamily in Kingston, Massachusetts Bay, and had his school learning at New Haven. 
I am sorry for his friends, and that it happened to fall to my lot to have such a 
thfiughtless, vicious pupil; but am determined this shall be the last enormity, one 
excepted, of Avhich he shall be guilty while under my care. I hope the meeting 
will inform me how he com})lies with these injunctions, if they think proper to take 
these or any other methods. Please, by the first opportunity, to favor mo with a 
lino in answer to the above requests and you will do a favor to a real friend. 

James Manning. 

Mr. Thomas Lapham, Jr., in Smithfield. 

In reply to which, as reciuested, Thomas Lapham, jr., sent him the following 
letter : 

Smithfield, ihe 17th of 12th mo., 1770. 

Respected Friend: These may inform that I received thy letter of the 12th 
inst., concerning one of thy pupil's base conduct, in breaking the windows of our 
meetinghouse, and agreeably to thy request therein, I hereby inform, that our 
meetings for business arc held on the last fifth day of every month; so that our next 
vv'ill be on the last fifth day (or Thursday) of this instant, at the house where the 
windows were broken. A meeting for Avoi-ship begins at 11 o'clock, and commonly 
holds two hours; then begins the meeting for business. Therefore, if the youth 
appear before us, I intend to send thee an account of his second progress. I am 
glad to hear such proper methods proposed for the settling of his scandalous deed, 
and that the affairs of the college may be so conducted as to be .a means of promot- 
ing virtue and piety, which are far preferable to arta and sciences, is the real desire 
of one Avho wishes v/ell unto all. 

Thomas Lapham, Jr. 



BROWN UNIVERSITY. 107 

The young man, according to the direction of the president, appeared before the 
next monthly meeting for hnsiuess, and informed the meeting what he had done, 
made a suitable acknowledgment, paid the damage done to the windows, received 
some wholesome admonition and advice, and returned to his college duties, it is to 
be hoped, a better man. 

LAND AND BUILDINGS. 

The first of the college buildings erected in Providence was Univer- 
sity Hall. This was modeled after Nassau Hall of Princeton. Per- 
haps none of the college buildings has undergone more changes than 
this. Here was the chapel, and here was the dining hall when " com- 
mons" was in vogue; during the Eevolution, barracks and a hospital 
were made from the hall; its rooms were used for dormitories and for 
recitations. The old student in returning to Brown to-day would not 
recognize the buildings; of the original plan all that remains are the 
walls. The interior has been fitted up in suites of rooms, and the 
entries which were formerly the scenes of midnight revelry have been 
divided and changed. 

The first reference to a building is on the records of the second meet- 
ing of the corporation held in 1765, from which it appears $1,993 was 
subscribed for the building and for endowing the college. A commit- 
tee was chosen with instructions to take the matter in charge, but 
before a decision was reached the question regarding the permanent 
location of the college arose. As soon as that was settled, by the vote 
of 1770, which brought the college to Providence, it was voted that the 
college edifice be built according to the following plan, viz: That the 
house be 150 feet long and 40 feet wide, with a projection of 10 feet on 
each side (10 by 30), and that it be four stories high. 

The lot selected for the building comprised originally about 8 acres, and included 
a iiortion of the "home lot" of Chad Brown (who was one of the original proprie- 
tors after the native Indians of whom it was purchased). It was for this reason 
purchased through the agency of the Brown family, in order that the college might 
stand on the "original house-lot or home share, so called, of their pious ancestor "• 

Describing the location at that time, Mr. Edwards writes regarding 
it as "remarkably airy, healthful, and pleasant, being the summit of a 
hill pretty easy of ascent and commanding a prosj)ect of the town of 
Providence below, of the ISTarragansett Bay and the islands, and of an 
extensive country, variegated with hills and dales, woods and planes, 
etc. Surely this spot was made for a seat of the muses." This build- 
ing and the president's house were carried along together. The amount 
expended was $9,480. " Sundry supplies" were furnished by Nicholas 
Brown & Co. The account which was rendered of them as well as the 
money expended by the building committee, shows some of the customs 
and of the cuirent prices of that day. 

• Brown University with illustrative documents. E. A. Guild, 232. The cost of 

the land was $730, 



108 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

1770. £ s. p. 

Jau. 1. To cash paid for the postage of a letter to the corporation 1 G 

May 23. To 3 pts. rum allowed John Jenckes for the scow men 10 

May 25. To one-ha'f day's work of Earle's negro 1 6 

May 25. To cash paid Comstock for one-half day's carting with three crea- 
tures 3 

June 1. To one wheelbarrow, new,. but broke to pieces in the service 10 6 

June 19. To ^ gall. West India rum for the digging of the well 2 

Aug. 25. To 4 galls. West India rum, very good and old, and 1 lb. sugar, 

third floor 15 7i 

Oct. 13. To 3 galls. West India rum when raising roof 10 6 

1771, 

Feb. 7. To 1 box glass for president's house 3 3 

Mar. 8. To cash paid Ebenezer Leland for painting the college and presi- 
dent's house 9 

REVOLUTIONARY PERIOD, 

Ehode Island, together with the other colonies, had felt the oppres- 
sion which brought on the Revolution; the sentiments of the young 
men as expressed in their graduating speeches indicated a strong 
patriotism. In June, 1775, the following extract appeared in the 
Providence Gazette: 

To the reverend president, honorable professor, and rest of the honorable corporation 
of Rhode Island College — the dutiful jietition of the senior class: 

Most Worthy Patrons: Deeply affected with the distress of our oppressed 
country, which now, most unjustly, feels the baneful effects of arbitrary power, 
provoked to the greatest height of cruelty and vengeance by the noble and manly 
resistance of a free and determined people, permit us, gentlemen, to approach you 
with this, our humble and dutiful petition, that you would be pleased to take under 
your serious consideration the propriety of holding the ensuing commencement in a 
public manner, as usual ; whether such a celebration of that anniversary would be 
in conformity to the eighth article of the association formed by the grand American 
Congress, and which all the colonies are all religiously executing, and that you 
would be jdeased to signify unto us your resolution respecting the same, that we 
may govern ourselves accordingly. 

JosiAH Reed, 
Andrew Law, 
Jamks Fulton, 
Committee in Behalf of the Senior Class, 
College in Providence, June S, 1775. 

The corporation recognized the jjatriotism of the class and the sacri- 
fice that would be entailed by the omission of the commencement exer- 
cises. This was a great sacrifice, for the commencement then was an 
important event in the life of the student. The day was a holiday in 
the city, and many went to the exercises to do the young men honor. 
Concluding the reply to the petition, it was said: 

Institutions of learning will doubtless j)artake in the common calamities of our 
country, as arms have ever proved unfriendly to the more refined and liberal arts 
and sciences; yet we are resolved to continue college orders here as usual, excepting 
that the usual commencement, by the advice of such of the corporation as could 
conveniently be consulted, will not be jtublic. 



BROWN UNIVERSITY. 109 

The graduating class numbered ten, and theirs was the last commence- 
ment till 1782. In December, 1776, the city was in control of the British 
and the college was closed, the following notice appearing in the papers : 

This is to inform all the students that their attendance on college orders is hereby 
dispensed with until the end of the next spring vacation, and that they are at lib- 
erty to return home or prosecute their studies elsewhere, as they think proper, and 
that those who pay as particular attention to their studies as these confused times 
will admit, shall then be considered in the same light and standing as if they had 
given the usual attendance here. 

In witness whereof I subscribe, 

James Maxxing. 

Pkovidexce, December 10, 1776. 

Accordingly, till May, 1782, the course of studies was suspended. 
In 1769 there were 13 students, and the whole number from that date to 
the year 1776 was 197. In 1780 a meeting of the corjioration was called, 
to see if the college could be revived. Money was very scarce, so Man- 
ning offered to accept £60, or $300, for his salary instead of £100, which 
he had been receiving. This was in April. On a Sunday in June the 
college building was seized, in accordance with a council of war, for a 
hospital for the French troops. It had been seized before and used as 
barracks. 

In the journal of an aid-de-camp of Count de Rochambeau, who 
visited Providence, reference is made to the city and the college: 

Providence est une assez jolie i>etite ville, tr^s commercante avaut la guerre, il u'y 
a rieu de curieux qu'un hopital de la plus grande beauttS. 

At the meeting of the corporation in 1782 provision was made for the 
immediate instruction of the youth. The building was in a very bad 
condition, from its occupancy as barracks and as a liosj)ital. The money 
for its repair was raised by the corporation. The public commence- 
ments were resiimed in 1783, but the next was not held till 1786, because, 
on account of the suspension of the college exercises, there were no 
students to graduate. 

Manning felt the need of instruction in the French language, and a 
memorial to the French King was drawn up, in which his assistance 
was solicited toward securing a professor and a collection of books. 
In the words of the memorial : 

Ignorant of the French languiige, and separated as we were by more than mere 
distance of countries, we too readily imbibed the prejudices of the English — prej- 
udices which we have renounced since we have had a nearer view of the brave 
army of France, who actually inhabited this college edifice; since which time our 
youth seek with avidity whatever can give them information respecting the char- 
acter, genius, and influence of a people they have such reason to admire — a nation 
so emineutly distinguished for polished humanity. 

To satisfy this laudable thirst of knowledge nothing was wanting but to encour- 
age aud diffuse the French language; and that not merely as the principal means 
of rendering an intercourse with our brethren of France more easy and beneficial, 
but also for spreading far and wide the history of the so celebrated race of kings, 
statesmen, philosophers, poets, and benefactors of mankind which France has pro- 
duced. 



110 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Tliis address was given to Thomas Jefterson to present to the king, 
but :n his judgment it was thought inopportune. As the matter had 
been intrusted to him his opinion was accepted. 

Manning was constantly writing to get his friends in Enghind inter- 
ested in the college. To Thomas Llewelyn, of London, he wrote, sug- 
gesting that he mate such a subscription to the college as would entitle 
it to be called by his name; " Cambridge College was so fortunate as 
to attract the attention of a Mollis, New Haven of a Yale, and New 
Hampshire of a Dartmouth, who liave given their names to these seats 
of learning. We should think ourselves no less happy in the patronage 
of a Llewelyn. Llewelyn College appears well when written, and 
sounds no less agreeably when spoken." 

At the March session of the assembly, in 178G, Manning was cliosen 
unanimously to represent Rhode Island in the Congress of the Con- 
federation. At first he M-as averse to accepting the election on account 
of his connection with the college, but a feeling of jniblic spirit and 
devotion to the college intiuenced him to accei)t. Tliat the latter was 
the chief reason appears in one of his letters of that year: 

Pray don't be alarmed should you hear that I am iu Congress. The motive of my 
accepting this most unexpected, unsolicited, but unanimous appointment of the 
State to that ofiico was the recovery of a considerable sum duo to the college 
for the use taken of tlic edifice and the damage done to it by the public iu the late 
war. It was thought by those most acquainted with the state of our application to 
that honorable body that my jiresenca would facilitate that graut; more especially 
since none of the jjorsous likely to bo elected would greatly interest themselves in 
that business. 

Manning did not succeed in this, and it was fourteen years after 
before any recognition of the claim was made by Congress. The sum 
received in compensation was stated by Dr. Benedict to be $2,000. 
Manning said that the just due was more than £1,000. 

While in Congress he took no active part on the lloor except to reply 
to an attack which was made against New England. It was said that 
he must have given himself to much business then, and that he was 
master of all the important questions which had been debated, being 
able to give the arguments pro and con. In a letter to a friend he 
says : 

I am treated with respect by Congress and the heads of Departments. The i)resent 
Congress possess great integrity and a good share of abilities, but for want of 
more States on the iloor the public and important business is from day to day neg- 
lected. Wo are, however, in daily expectation of a fuller delegation. 

His views on the inadequacy of the Confederation and the necessity 
of nnion were in accord with what the succeeding events showed to 
be the wise policy of the Government. When the question of the 
ratification of the Constitution Avas being discussed by Massachusetts 
he attended the debates and proceedings of the convention. He him- 
self said that Massachusetts was the hinge on which the whole must 
turn. 



BROWN UNIVERSITY. Ill 

By this time lie had been relieved of the greater f)art of his pastoral 
duties and was enabled to devote his whole attention to the college. 
This, however, did not prevent him from assuming occasional pastoral 
duties and keeping fully posted on all the important movements of the 
day. 

CLOSING YEARS OF MANNING. 

Fi'om this period till the close of his life he was active in his zeal for 
the college and in the aid which he could give his State. He was ever 
interested in what pertained to common- school education, and was on 
the school committee for many years, serving as chairman. 

In April, 1791, he preached his farewell sermon to his people, and at 
a meeting of the corj^oration of tlie college hehl the same month he 
requested them to find a successor to him. He seemed to have a pre- 
sentiment that his days were numbered. Sunday, July 24, he was 
seized with an apoplectic fit while conducting family prayers, and 
lived till the following Fiday. 

Many a man of sterling worth, in a few words delineating the char- 
acter of another man, has slcetched his own. So was it with Man- 
ning. Admirably fitting to his own character are the qualities which 
he said must be sought for in the choice of a successor to his charge: 
"A man of letters, politeness, strict piety and orthodoxy, of popular 
talents, possessed of a good share of human prudence, and no bigot; 
in a word, a truly Christian orator." The entire community felt that 
a great man had fallen, and all possible respect and reverence were 
paid to his memory. His portrait is in the possession of the univer- 
sity. From an obituary notice in the Providence Gazette this ex- 
tract is taken : 

In his youth he was remarkable for his dexterity in athletic exercises, for the 
symmetry of his body and gracefuhicss of his person. His countenance was stately 
and majestic, full of dignity, goodness, and gravity; and the temper of his mind 
was a counterpart to it. lie was formed for enterprise. His address was pleasing, 
his manner enchanting, his voice harmonious, and his eloquence almost irresistible. 
Having deeply imbibed the spirit of truth himself as a preacher of the Gospel, he 
was faithful in declaring the whole counsel of God. He studied iilaiuness of speech, 
and to be useful more than to be celebrated. The good order, learning, and respec- 
tability of the Baptist churches iu the Eastern States are much owing to his assidu- 
ous attention to their welfare. The credit of his name, and his personal influence 
among them have never, perhaps, been exceeded by any other character. 

Of the college he must, in one sense, be considered as the founder. He presided 
with the singular advantage of a superior personal appearance, added to all his 
sluuing talents for governing and instructing youth. From the first beginning of 
his Latin school at Warren, through many discouragements, he has by constant care 
and labor raised this seat of learning to notice, to credit, and to respectability in 
the United States. Perhaps the history of no other college will disclose a more 
rapid progress or greater maturity in the course of about twenty-tive years. 

President Maxcy, 1792-1802. 

Under the administration of President Maxcy the college was sus- 
tained in all the departments, and continued to graduate a fair num- 
ber of students. Undue stress is too often laid on an administration 



112 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

cliaracterized by brilliancy and new departures, ))ut those which have 
merely conserved the growth of the institution are likewise of import- 
ance. Without the latter it would have been difficult for succeeding 
administrations to have won their reputation. It was doubtful if the 
period succeeding the death of President Manning called for an 
aggressive policy. The college did not resume its exercises till 1782, 
the break between 1776 and that date being occasioned by the revolu- 
tionary struggle. The two buildings, university hall and the presi- 
dent's house, were intact, although sadly in need of repair, and a small 
number of students were returning. To hold the ground and, in a 
sense, to broaden the new foundations which had been again laid by 
JManuing when the college opened in 1782, may be said to be the policy 
of the incoming president. Then, too, Manning was a man widely known 
in his denomination and by the public. On his preaching tour during 
the years of the suspension of the college, he was widening his repu- 
tation in the colonies. He was a man of marked ability and he did 
probably what no other man could have done for the college, hence the 
new president was to step into a large place. Maxcy was a young 
man, with his spurs yet to win as the leader of a college. At the first 
commencemeut after his inauguration, during the illumination of the 
college, a transparency was placed in one of the upper windows dis- 
pla\ing his name with "President, 24 years old." His policy then was 
to conserve what had been gained, and ho seems to have accomplished 
it. This, then, may account for the fact that no record can be made 
during his administration of new^ buildings or of large bequests. It 
was said of his presidency: 

Ho was Olio whoso iiamo and fame aro idontifiod with its reimtation and whose 
mildness, dignity, and goodness, e(|nale<l only by his genius, learning, and eloiiueuee, 
subdued all envy, made all admirers friends, and gave him an irresistible sway 
over the minds of those placed under his care. Under his administration the college 
acquired a reputation for belles-lettres and eloquence inferior to no seminary of learn- 
ing in the United States. His pupils saw in him an admirable model for their imi- 
tation, aud the influence of his pure and cultivated taste was seen in their literary 
perforniauces. ' 

SKETCH OF PRESIDENT MAXCY. 

Piesident Maxcy was born in Massachusetts September 2, 1768. His 
father is mentioned as one of the most respectable inhabitants of the 
town; but it seems to hav(i been to his mother that he owed those traits 
of ])iety and mihlness which characterized his nun-e mature years. 

His mother, says his biographer, was a woman of strong mind and devoted piety, 
and beautifully exemplified the practical influence of the Christian religion, by the 
uniform consistency which marked the whole tenor of her life. Upon her devolved 
the delightful duty of implanting in the mind of her son those seeds of truth and 
rightecnisness, which should in after years bud and blossom into usefulness. 

In early years he gave promise of talent aiul of maturity of intellect. 
It is of interest to note that when a boy he was fond of speaking and 



President Maxcy's Remains, by Romeo Eltou, p. 15. 



BROWN UNIVERSITY. 113 

some of Lis oratorical efforts even then were creditable. In view of 
these early indications, his parents decided to give him a liberal edu- 
cation, and he was sent to the Wrentham Academy, kept by William 
Williams, one of the first graduates from the college. He entered 
Brown, or Rhode Island College, as it was then called, in 1783, at the 
age of 15. His conduct in college was such as to win the esteem of 
instructors and classmates. From the discipline of college his mental 
powers were stimulated and invigorated. It is said his writings were 
recommended as models to his classmates; that they were eminent 
for delicacy of taste, and that his conceptions were embodied in lan- 
guage of classic purity. He was graduated with the highest honors 
of his class. A position of tutor becoming vacant in the college, it 
was offered to him, and was accepted. For four years he filled this 
position with satisfaction to his colleagues and to the students. 

In 1790 he was licensed to preach, and in this field his marked ability 
for oratory was so pronounced that he was invited to take charge of 
the church from wliich President Manning had resigned. 

Maxcy was ordained in 1791, and on the same day was elected profes- 
sor of divinity by the corporation. 

Says Tristam Burgess of Maxcy: 

His voice seemed not to have readied tlio deep tone of full age; but most of all to 
resemble that of those whom the Savior of the world said, " Of such is the kiugdom 
of heaven." The eloquency of Maxcy was mental. You seemed to hear the soul of 
the man; and each one of the largest assembly, in the most extended place of wor- 
ship, received the slightest impulse of his silver voice as if he stood at his very ear. 
So intensely would he enchain attention, that in the most thronged audience you 
heard nothing but him and the pulsations of your own heart. His utterance was 
not more perfect than his whole discourse was instructive and enchanting. 

That same year (1791) President Manning was seized by an apoplectic 
fit and died within a few days. The most natural successor was Maxcy, 
and at the following commencement ho was elected president pro tem- 
pore. As an instructor he was very successful, because his influence 
over his pupils was strengthened by his experience and reputation as 
a man of ability. He regarded his students as his sons, and in all 
his relations towards them endeavored to inculcate the i)rinciples of 
virtue and piety. He was thoroughly interested in all their concerns, 
and took great delight in bringing to them the results of his own expe- 
rience. To those students who sought him for advice he was i^articu- 
larly cordial, and they felt that in him they had a true friend. Kefined 
and dignified in manner, of brilliant conversational powers, and pos- 
sessing the ability of adapting his instruction to the attainments of his 
students, he was very successful as a teacher. He had the power of 
grasping a subject as a whole and then presenting it attractively to the 
class. His discipline was described as "reasonable, firm, and uniform, 
and marked in its administration by kindness, frankness, and dignity." 
There was an absence of austerity in his manner, and he treated his 
1123 R I 8 



114 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND 

pupils as young gentlemen. He always appealed to their understand- 
ing and conscience. 

The few sermons preached while in the presidential chair were such 
as in no wise to detract from his reputation as an eloquent pulpit orator. 
Harvard bestowed upon him, when only 33, the degree of D. D. In 1797 
he was formally elected president, his youth undoubtedly having 
delayed that honor. During the ten years in which he was at the head 
of the college, graduates were sent into all the professions, and acquired 
as favorable a reputation as had been gained for any other decade in 
the history of the university. In September, 1802, he sent in his resig- 
nation, assuring the corporation that nothing but necessity led him 
to take that step, and that his attachment to the college should ever 
be firm. The corporation accepted his resignation with regret, and 
expressed their pleasure in the thought tliat he would not withdraw 
from academic life. Be accepted a call to the presidency of Union 
College, Schenectady, remaining there till 1804. In that year he 
accepted the presidency of South Carolina College. He died at Colum- 
bia, S. C, June 4, 1820. 

President Messer, 1802-1820. 

This period in the history of the college immediately preceded that 
of Dr. Wayland. The latter, taking all things into consideration, was 
regarded by many as the most brilliant i>eriod of its history. Messer 
was connected with the university before he took the presidency, and 
had won, through imblic services of a professional nature, more than a 
local rejiutation. Dr. Wayland, by his celebrated sermon, awoke to 
find himself famous; ho introduced a new system of education, experi- 
mentally, but successfully, and he had more than a local reputation 
through the merit of his text-books. President Messer was obliged to 
conduct the affairs of the college chiefly with what the students i)aid 
for tuition. It has been urged that the discipline under him was lax; 
but the personnel of the college was different, the students vv'erc older, 
and felt that they were preparing for what would be their life work, 
hence they needed little or no discipline. Under Dr. Wayland the 
students were younger, and to a greater extent the sons of wealthier 
parents, for the year 1827 was about the beginning of an era of greater 
wealth and a demand for more luxury. It has been urged that had 
the means been placed at the disposal of President Messer which Dr. 
Wayland had, by way of externals, the period would have been as 
brilliant. ¥/hile there would be no detraction from all which the next 
administration deserved, yet Messer's should also receive all due honor. 

PROPESSORSIIir OF ORATORY. 

Tlie first im])ortant event in this administration was the founding 
of the professorshij) of oratory by Nicholas Brown and the circum- 



BROWN UNIVERSITY. 115 

stances which lead totlie change of name from Rhode Island College to 
Brown University. 

In a letter written by John Brown, who was obliged to resign the 
position of treasurer, on account of declining health, towards the 
close, was added: 

Being lotated in tlio center of New Enjjlaud, and with one of the most liberal 
charters that has ever been gi'anted, to Avarraut and secure a fair and generous 
cijuality to bo extended to every religious sect, I do most sincerely recommend the 
promotion of its highest interests to every branch of the government of the col- 
lego. And as tho most beautiful and handsome mode of speaking was a principal 
object, to my certain knowledge, of tho first friends of this college, I do wish that 
tho honorable corporation may find moans during their deliberations of this week 
to establish a iirofcssorship of English oratory, and that suitable funds for the pur- 
pose may bo so placed that tho annual income only can be touched for tho salai'y 
pertaining to such a professorship. 

I am, gentlemen, with great regard, your obedient servant, 

JoHP-r Hiiow.v. 
Providknck, Sejyicnthcr C, 1803. 

CHANGE OF NAME OP THE COLLEGE. 

Till this time the name of the college was as provided by the char- 
ter. The charter also contained the provision that the trustees and 
fellows at any time thereafter might give such more particular name to 
thecollege, in honor of tho greatest and mostdistinguished benefactor, 
or otherwise, as they should think proper. 

In 1803 it was voted that the donation of $5,000, if made to this col- 
lege within one year from the late commencement, shall entitle the 
donor to name tho college. 

The feelings of John Brown to tho college were shown by the above 
letter, as well as by the faithful discharge of his official duties. That 
the same feelings were cherished by the son will be shown by this letter 
to the corporation. 

Providexci:, ^cptcmhcr G, 1804. 

Gentlemen : It is not unknown to you that I have long had an attachment to this 
institution, as tho jilaco where my deceased brother, Moses, and myself received 
our education. This attachment derives additional strength from tho recollection 
that my late honored father was among tho earliest and most zealous pations of tho 
college, and is conlirmed by my regard for tho causo of literature in general. Under 
these impressions I hereby make a donation of $5,000 to lihode Island College, 
to remain in perpetuity as a fund for the establishment of a professorship of ora- 
tai-y and belles-lettres. Tho money will bo paid next commencement, and is to bo 
vested in such funds as tho corporation shall direct for its augmentation to a suffi- 
ciency, in your judgment, to produce a competent annual salary for tho withia- 
mentioned professorship. 

I am, very respectfully, gentlemen, with my best wishes for tho prosperity of tho 
college, your obedient friend, 

NiCilOLAS l>i:ov.N. 

This fund accumulated from year to year till it more than doubled. 
In 182G bank stock to the amount of $10,000 Avas purchased by the 
treasurer and constituted the special fund for this professorship. 



116 HISTORY OF HIGHEK EDUCATION IN RHODE ISLAND. 

Ill iiccofdaiice with tlic gift for the fDUudcitioii of this professorship 
by Nicholas Biowu, September G, 1804, it was voted that this college 
be called and known in all future time by the name of lirown Univer- 
sity in rrovidence, in the State of Khode Island and Providence Plan- 
tatious. 

ITNIVERSITY GKAMMAK SCnoOL. 

At this period this school was under the management of the college. 
In 1809 it was decided that a building for the school be erected on the 
college lands. A committee of three was chosen to procure subscrip- 
tions, and the sum of $1,452.80 was raised. The building was erected 
in 1810, and stands opposite the president's house. This school is 
described under the above title in the cha])ter devoted to academies. 

HOPE COLLEGE. 

The first mention of this building occurs under the date of Septem- 
ber (», 1821. The record concerned the appointment of a committee to 
consider the propriety of erecting another edifice. At an adjourned 
meeting held October 10, the committee was authorized to purchase a 
site and erect a suitable building. 

The most interesting item is the report of the committee January 13, 
1823: 

Tlio coinmitteo appointed in September, 1821, to procure a suitable piece of land 
aud on^ct thei'eon a oollc{;o edifice, beg leave to refer to the treasurer's report for 
the 3rd of Septoinbcr, 1822, for particulars of the lot purchased of Mr. Nathan 
Watennan. On this lot an elegant brick building of the following dimensions has 
been erected by Nicholas Brown, esq., the distiugnished patron of the university: 
In length 120 feet, width 40 foot, 4 stories high, aud containing 48 rooms. The 
object, therefore, is accomplished, and no part of the funds x'hit'ed at the disposal 
of the committee by the cori)oratiou has been used toward said building. Mr. 
Brown, it is understood, will make a communication on the subject of the new col- 
lege edifice at the meeting to bo holden by adjournment in the university chapel 
on INIonday, the 13th of January instant, to which communication the committee 
invite the attention of the corporation. 

Respectfully submitted by the committee. 

In the communication referred to, Mv. lUown said: 

To the Corporation of llrown Vnivcrsity : 

It affords mo great pleasure at this adjourned meeting of the corporation to state 
that the college edifice erected last season and located on ilu^ hindi>urehasod by the 
corporation of Mr. Nathan AVatermau is coini)leted. 

Bping warmly attached to the institution where I received my education, among 
whose founders and benefactors was my honored father, deceased, and believing 
that the dissemination of letters and knowledge is the great moans of social happi- 
ness, I have caused this odiliee to be erected wholly at my expense, aud now present 
it to the corporation of Brown University, to be held with the other corporate prop- 
erty, according to their charter. 

As it may be proper to give a name to the new edifice, I take leave to suggest to 
the corporation that of " Hope College." 

I avail myself of this occasion to hope that heaven will bless and make it useful 



BROWN UNIVERSITY, 117 

in the promotion of virtue, science, and literature, to those of the present and of 
future geuerations who may resort to this university for education. With respect- 
ful and aflfectionate regards to the individual members of the corporation, 
I am their friend, 

Nicholas Brown. 

This building is the fourth that has been built for the college and has 
been used as a dormitory. The records make no mention of its cost, 
but from various sources the expense was estimated at about $20,000. 

Among the resolutions adopted by the corj)oration in accej)ting the 
gift of Hope College were two, as follows : 

Resolved, That the members of the corporation entertain a very high sense of the 
liberality of this patron of science, in the gift of this new building, in addition to his 
former large donations to this university. 

Besolved, That in compliance with the suggestion of the donor, the new edifice be 
denominated Hope College. 

At the same meeting it was also voted that the old college edifice be 
named University Hall. 

Sketch of President Messbr. 

Eev. Asa Messer was born in Methuen, Mass., in 1769. He, too, was 
graduated from Ehode Island College in the class of 1790. He was 
chosen as tutor the next year, and held that position till 1796, when he 
was elected professor of the learned languages. He also held the iDro- 
fessorship of mathematics and natural philosophy in 1799 and retained 
it till 1802. When the presidency became vacant by the resignation of 
President Maxcy in 1802, he was made i)resident j^ro tempore. He 
became i^resident in 1801 and retained this position till his resignation 
in 1826. Such is the outline of his work at his alma mater. To the 
duties of the manager of the college he brought an experience as pupil, 
tutor, and professor, so that he was conversant with its needs and 
shaped his iDolicy accordingly. 

In a critique of his administration allowance must be made for the 
conditions then obtaining. In the last few decades the march of prog- 
ress has been very rapid, and because of this rapidity improvements 
had undue importance. They must not be so magnified as to mar the 
historical perspective. As has been said, he knew the needs and 
capabilities of the college. 

In the first place, there could be said to exist no system of public 
schools. The law which had been passed establishing free schools in 
the State was inoperative, except in Providence. The acquirement of 
an education was expensive. Those who were wealthy preferred to 
send their sons to Harvard or Yale, the older, hence better endowed 
and equipped colleges. In the second place, the country was just 
entering upon the period which culminated in our second war with 
England. In Ehode Island this war was especially disastrous because 
disordering her commerce, which was then one of the chief sources 
of prosperity m the State. The demand of the day was for more ele- 



118 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

mentary education. The country luid not begun to realize the great 
possibilities in manufacture, in the applied arts, and in the sciences. 
The need was imperative for men fitted for the professions, hence the 
students ^yho entered college desired a training in what was then the 
life work of the great body of professional men. At this period in the 
community there was not that wealth which endowed so liberally in a 
few years the institutions of learning. Then the tide of prosperity set 
in, because of the increased activity in manufactures and the applica- 
tion of the sciences. In view of these facts, the i)olicy of the college 
had to be one of economy if it was to attract students. Those who 
resorted here were not able to afford an exi)ensive education and, in 
fact, it was by self- sacrifice, not only on their own part, but by the 
members of their home circle that students could come at all. What 
then might have been the wishes of President Messer to place the 
university on a higher plan.e, with the means at his disposal, he could 
not accomplish. 

How, then, did he manage during the twenty-four years of his presi- 
dency '? 

UIS POLICY. 

Says Prof. Goddard, in a biographical sketch of Messer, in 1839: 

During his admiuistration the college contiuned to flourish. Au iucreased num- 
ber of pupila resorted thither, and at no antecedent or subsequent period of its his- 
tory have the classes ever been so large. 

Says a member of the class of 18133, regarding the characteristics of 
the students during- Messer's administration : 

The last half century will show them to you in every part of the Innd. In the 
churches, colleges, the schools, the halls of legislation, the courts of Justice, in the 
practice of the healing art, and in all the departments of social industry, where 
science and skill are to bo put in requisition, they have done, and are still doing, a 
noble work. All through our newly settled States and Territories they have been 
seen marching in the van of civilization, holding up the torch of science and religion, 
and doing their full share in supplying and working the intellectual, moral, and 
Christian forces, which alone can give health, strength, progress, and stability to the 
nation. Such results are a proud testimony to the wisdom and ability of Asa IMes- 
scr as a college president and an (;ducator of young men. 

As a man he was popular; in his family relations he was charming; 
and he was held in esteem by his fellow-townsmen, for they elei^ted him 
to ofiices of public trust. 

For young men struggling to obtain a college education, and working in the chains 
of the res anfjnata domi, Dr. Messer had a heart of fatherly teudtaness. Whenever 
ho saw eager aspirations after knowledge, a high sense of duty and a resolute detiT- 
miu.ation to prepare for an honorable and useful discharge of the responsibilities of 
life, there he was ever ready with the words of encouragement and the hand of helji. 

One more quotation from the same source will show how the college 
was regarded by those who were seeking an education: 

There can be no doubt that the j'oung men trained up under Dr. Messer were dis- 
tinguished for habits of manly thought and self-reliant investigation, tempered with 



BROWN UNIVERSITY. 119 

couservative good sense ; and there can be as little doubt that for these high qualities 
they were greatlj'' indebted to the liberal sentiments and the wide-reaching, inde- 
pendent, and yet well-balanced mind of the president. ' 

REMINISCENCES OF PRESIDENT MESSER. 

Said Dr. Sears, in a receut centennial discourse: 

Of my old president I can not speak but Avith respect and affection. He had a 
vigorous and manly stylo of thought, and was a genial, jdeasant teacher. lu disci- 
pline, in his best days, ho was adroit, having a keen insight into human nature, and 
touching at will, skillfull}', all the chords of the student's heart. Rarely was he 
mistalcen in the character of a young man, or in the motive to which ho appealed, in 
order to influence him. 

Foibles and weaknesses lie treated with some degree of indulgence; but vice and 
willful wrong he treated with unsparing severily. 

In government ho followed no abstract principles, v.-hich so often mislead the 
theorist, but depended on his good sense in each case, giving considerable scope to 
views of expediency. The student who attempted to circumvent him was sure to 
be outwitted in the end. On account of his great shrewdness, he was sometimes 
called "the cunning president." One of the many anecdotes related of him is, that 
he kept in his room a bottle of j)icra for sick students, and that everyone who came 
to him to bo excused from duty on account of headaches, found it necessarj'^ to swal- 
low a dose before leaving him. * * * His individuality, both in body and mind, 
was strongly marked. Ho was altogether unpoetical in his nature. His language 
had no coloring of the fancy, but was naked, plain, and strong. His economy, which 
was proverbial, extended even to his words. His tendencies were rather to science 
than literature, and in the latter part of his life, as is often tlie case, more to prac- 
tical wisdom and i^rudenco than to either. " * * 

His was not a mind to leave its own impress on that of his i>upils. He had no 
imitators; he wished to have none. The many eminent men educated under him 
had no other resemblance to each other than freedom from authority. There is 
among them no uniform style of thought, resulting from its being run in the same 
mold. Even among the undergraduates, there was a personal independence of 
character and thought, and a manliness of deportment and self-respect, that gave a 
certain air of dignity to the two upper classes. Each man was expected to develop 
and retain his own individuality, without being schooled down to tameness, either 
by the faculty or by the collective will of his fellow-students. If ho did right it 
was his own act; if he did wrong, ho would scorn to say that it was because he did 
not dare to do right. 

The following- will show the esteem in which Dr. Messer Avas held by 
his co-laborers in his academic staff : 

At a special meeting of the faculty of Brown University, held October 14, 1836, 
in the chapel of University Hall, President Wayland announced the departure from 
this life of Rev. Asa Messer, late president of said university, whereupon the fol- 
lowing preamble and resolutions were unanimously adopted : 

Whereas the Rev. Asa Messer, d. d. and ll. D., was for nearly forty years an 
instructor in this institution, and for twenty-four years its presiding officer, an 
expression of the sentiments of the existing faculty, upon the occasion of his unex- 
pected and lamented death, is demanded by the respect which they individually and 
collectively entertain for the character of the deceased: Therefore, 

Resolved, That the faculty of Brown University learn with deep regret that the 
Rev. Dr. Messer, an eminent son of this university, and for a long course of years 

'Dr. Silas A. Crane, class of 1823. Brown University Usdcr the Presidency of 
Asa Messer. 



120 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

its presidiug ofScer, ia no more; that we are iiupressecl with a strong conviction of 
his acknowledged merits as an instrnctor, of his vigorous intellect, and of his solid 
learning, and that we gratefully recognize his title to the best distinctions of the 
citizen, the man, and the Christian. 

Dr. Messer received the degree of D. D. from his ahna mater in 
1800, and the same honor from Harvard in 1820. His administration 
could not be characterized as brilliant, yet it formed an important part 
in the history of Brown University. 

President Wayland, 1820-1855. 

Dr. Wayland Avas one of the presidents who was known not only at 
home but abroad, on account. of his i)rominen('e as an educator. He 
was the son of godly parents, his father giving' up a lucrative business 
to devote his entire attention to the ministry. His mother was a woman 
of piety and deep religious sentiments. Francis Wayland was born in 
New York, March 11, 1790. He early went to school, but his daj'S there 
he considered as deprived of much that might have been for his mental 
improvement, for according to the ideas of education then, the lessons 
were but memory exercises. 

The family moved to Albany, and at the age of 15 Wayland entered 
Union College. He describes his career at college as characterized by 
too ranch reading and too little study. Shortly after, he was called to a 
tutorship there. Graduating in July, 1813, he spent two years in the 
study of medicine with Dr. Eli Burritt, of Troy, after spending about 
six months with Dr. Hale, of the same place. 

These years were most valuable, for Dr. Burritt, a genial and an able 
physician, delighted to unfold the treasures of his own mind to his 
enthusiastic pupil. Many rich experiences in his professional work 
and in a knowledge of men and things were acquired by the student. 
In 1816, in obedience to what he ccmsidered his duty, he ceased to 
devote himself to medicine and went to Andover, because the Baptists 
then had no theological seminary of their own. Moses Stuart held 
the chair of literature. With broad views and a most devout schol- 
arship, Stuart opened up to Wayland and his fellows the stores of 
German philology and criticism. " Here at Andover," said Wayland, 
"I learned how to study and how to teach the Bible." 

On leaving Andover a tutorship at Union was offered to him. Here 
he came to know Dr. Nott, its president, a man for whom his love and 
admiration deepened as the years went by. It was some time since 
Wayland had paid attention to the branches he was to teach; hence he 
devoted himself anew to their mastery. Although their teacher, he 
taught the students nothing by rote, but from his devotion to his 
studies brought new life to the class and thus insi)ired them with a 
love for the work. 

The First Baptist church in Boston was without a pastor. Dr. Still- 
man had filled that position. Of him it was said: " He was x>i'obably 



BROWN UNIVEESITY. 121 

the most popular pulpit orator of tlie day. He was a universal favor- 
ite." A friend of Waylaud's suggested to the deacons of this church 
that they call him. It was done, and in 1821 he entered upon the 
pastorate which he retained till 1827. His pastorate was a trying one 
for him. He knew the call was not unanimous; he was conscious of 
his own deficiencies, unfitting him for anything like pulpit oratory; and 
he had a large place to fill in taking the position held by Dr. Stillman. 
The rich experience tliat his medical training had given him, and the 
broad knowledge that he ha,d acquired as tutor, enabled him to preach 
powerful sermons. One bit of advice given to him he followed in his 
preaching, and it may have been the clue to the i)ower he had with liis 
audience. Said Dr. Welch to him : " Tell the people just what they tell 
you, and you will find that nothing will interest them so much." 

Among tlie causes of his notoriety was a sermon i)reached before tbe 
annual meeting of the Boston Baptist Foreign Mission Society, Octo- 
ber 26, 1823. The text was, " The field is the world," and the subject, 
"The moral dignity of the missionary enterprise." Such were the unfa- 
vorable circumstances, as he thought, of the preaching of this sermon 
that he said to a friend: "It was a complete failure. It fell perfectly 
dead." The sermon was requested f<n* publication and various editions 
were quickly exhausted. Says his biographer: 

lu proportion to the population and tlio numbers then found in America, it is 
doubtful if its circulation has been exceeded by any American sermon, and certainly 
no other has held its place so jiermanently. 

Dr. Wayland's ministry was successful; he was prominent in his own 
denomination, and from the distinguished merit of the sermon referred 
to, ho had become prominent in the world of letters. On the resigna- 
tion of Dr. Messer from the presidency of Brown in September, 1826, 
all eyen were turned to Way land, and he was unanimously elected to 
the x>iesidency, in December, 182G. 

CHARACTERISTICS. 

Wl»at, then, were the elements of success which he brought to the 
presidency? In the first place he loved the work. It was hard and 
exacting, how severe none knew but himself. His sense of duty and 
responsibility were deep and minute. " He recognized in every young 
man who entered the university a new trust imposed upon him, and 
held himself personally accountable to the student, to his parents, and 
to his God for the faithful fulfillment of so serious an obligation." In 
the second place his keen habits of thought and analysis enabled him 
quickly to comprehend and relegate to its proper generality each spe- 
cial case. He always sought to find the underlying general principle. 
His experience when studying medicine had given him an insight into 
scientific pursuits, and the opportunities for observation were varied, 
especially under the guidance of Dr. Burritt. In writing to a young 
man in after life Dr. Wayland said, " Neglect no opportunity of gaining 



122 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

useful infoimiitiou while visiting . He is a great teacher in the art 

of fishing, managing a boat, etc." On another occasion, '' Observe care- 
fully the modes of thinking, and esi)ecially the points that are taken 
for granted. The things men take for granted without affirming are 
frequently of much greater importance than all that they affirm." 

The life-long motto of the president was, " Vv'hatever is worth doing 
at all is worth doing well," and he was also in the habit of saying to 
his friends, " Nothing can stand before days' works." Perhaps no para- 
graph could better state his character than the advice he gave to a 
young friend: 

Let me urge upon yon, if yon Avisli to be respected, to bo tborouglily master of 
your studies. I would sit up till midniglit rather thau not know them. Never 
think "This will do," unless it be done as well as you can possibly do it. You will 
thus acquire the habit of using your faculties to the best advantage, and you will 
double your intellectual powers in a single year. The true way to increase our 
talents is to employ them to the utmost. 

The following sketch of his manner and power in addressin.g the 
students is stated by Prof. Chace in his commemorative discourse: 

As the students then, with few exceptions, lived within the college buildings and 
t'lok their meals in Commons Hall, they constituted much more than at present, a 
community by themselves. They were more readily swayed by conunon impulses, 
and more susceptible of common emotions. When gathered in chapel they formed 
: unique but remarkably homogeneous audience. President Wayland was at that 
time at the very culmination of his powers, both physical and intellectual. His 
li'.assive and stalwart frame, not yet filled and rounded by the accretions of later 
years, his strongly marked features, having still the sharp outlines and severe grace 
( f their first chiseling, his peerless eye, sending forth from beneath that olympian 
brow its lordly or its penetrating glances, he seemed, as ho stood on the stage in 
that old chapel, the incarnation of majesty and power. Ho was raised but a few 
feet above his audience, and so near to them that those most remote could see the 
play of every feature. He commenced speaking. It was not instruction; it was 
not argument; it was not exhortation. It was a mixture of wit and humoi-, of 
ridicule, sarcasm, pathos, and fun; of passionate remonstrance, earnest appeal and 
t^olemn warning, poured forth not at random, but with a knowledge of the laws of 
♦•motion to which Lord Kames himself could have added nothing. The effect was 
indescribable. No Athenian audience ever liung more tumultuously on the lips of 
the divine Demosthenes. That little chapel heaved and swelled with tho intensity 
( f the pent-up forces. The billows of passion rose and fell like the waves of a 
tempestuous sea. At one moment all were burning with indignation ; the next they 
Avere melted to tears. Now every one was convulsed Avith laughter, and now as 
solemn as if the revelations of doom were just opening upon them. Emotions tho 
most diverse followed one another in quick succession. Admiration, resentment, 
awe, and worship in turn swelled every bosom. At length the storm spent itself. 
The ground had been softened and fertilized, and the Avhole air purified. 

ini. WAYLAND IN THE CLASS ROOM. 

The personality of a teacher is a strong characteristic in determining 
his success. Dr. Wayland in the class room was a manifestation of 
power. This description is by one of his pupils: 

Dr. Wayland's recitation room was the goal toward which every student turned 
his eye. As the distance lessened his eagerness increased. When he had at last 



BEOWN UNIVERSITY. 123 

passed through the iircliminary years his joy was full, because lie would now be 
uuder the "old doctor.'' This silent iufluence, this unconscious tuition, was of 
unspeakable value. Although uot directly unfolding any science or evolving any 
principle it imparted inspiration. The president threw over his pui)ils the spell of 
his own genius, and many of them still feel the enchautment, although the mighty 
spirit which imparted it has been withdrawn. 

At the time to which I refer his recitation room was on the first floor of the middle 
hall of Hope College and in the rear of his own study. It had been a dormitory, but 
afterwards furnished with benches, and what served for writing desks, narrow pine 
boards upheld by pine uprights. We Avere obliged to use these with great care lest 
we should bo left without any support for our papers and arms during the severe 
trials of skill in handling our pencils. The entire furniture of the room did not 
exceed $10 in value. 

Entering by a door connecting the recitation room with his study ho was in his chair 
at the moment, and he required the same promptness of each puiiil. A second or 
third instance of tardiness was a dangerous experiment. The form of penalty could 
never be anticipated. Sometimes it was a look not likely to be soon forgotten; 
sometimes there was a painful pause; if the recitation had commenced sometimes 
the delinquent was formally introduced to the class. 

All being present, and subsiding instantly into silence, the work began. He had 
no table, but sat with his manuscript for the lecture of the hour resting upon his 
knee. At this period none of his text-books had been published. The members of the 
class in succession recited the lecture of the preceding day, or perhaps one still far- 
ther back in the series. The recitation proceeded in this quiet manner until the 
lecture or lectures had been recalled to the minds of the pupils. Occasionally a 
question was asked by teacher or student until everything obscure or ambiguous 
had been not only cleared up, but made as definite as language could render it. At 
the same time no irrelevant discussion was permitted, no argument for the sake of 
argument was encouraged. The class and instructor were there for a definite pur- 
pose, and that purpose could not bo thwarted by any art or subtlety, meanwhile, as 
all his pupils will readily remember, a silver pencil case passed from end to end 
between his thumb and finger. The compressed lips were moved slightly, but nerv- 
ously. The small dark eye, through which, even in repose, his whole nature spoke, 
was resting steadily, but kindly, upon each student as he rose and recited. 

This exercise concluded, there was a rustling all around the room; papers were 
adjusted and preparation made for writing. The president's manuscript was opened 
and the well known a-hem was the signal for all to be ready and for the work of the 
hour to begin. He read slowly and the class copied, each member following his 
own method, some using shorthand, others abbreviating Avords, or omitting some 
altogether. All were intent to catch the thought, at any rate, and the exact phra- 
seology, if possible. The lecture was Avritten out in full by the»students at their 
rooms. What one failed to catch he gathered from another and thus by " compar- 
ing notes " a correct copy was secured. 

These lectures seemed to us more wonderful than anything we had ever heard. 
They carried all the conviction of a demonstration. To have believed otherwise 
would have seemed absurd. Some of us at a later day found reason to modify the 
views there received and accepted. But at the time the conviction was complete. 

His definitions were clear, simple, and easily remembered. His analysis of any 
obscure but important part was exhaustive, omitting'no essential element. His prog- 
ress through either of his favorite sciences was that of a prince through his own 
dominions. 

At intervals, not regular in their recurrence, yet sure to occur somewhere, he 
suspended his reading for a few minutes and, waiting for a short time until each 
member of the class could complete his notes and give his attention, he would relate 
some incident or anecdote strikingly illustrating the point last made. In this depart- 



124 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

ment he was always most happy. Tlie confirmation imparted to the argument was 
often nnexpecteil and even irresistible. These anecdotes were drawn from any source 
that offered the richest supply; from history, from romance, from poetry, from com- 
mon unrecorded every-day life. Often they were mirthful, sometimes ludicrous. 
Frequently statistics would be given, conclusively verifying the position whicli had 
been assumed. Illustrations, anec^lotes, and statistics came at his bidding and 
always did capital service. They were " as arrows in the hands of the mighty." 

Hands and arms having been rested, the reading was resumed and the lecture 
advanced to the stroke of the bell. It was concluded as promptly as it commenced, 
closing abruptly, even in the middle of an argument or a paragraph. Those were 
short hours. We wondered whither the sixty minutes had flown and how it was 
that we had taken no note of their flight. Half in doubt of the correctness of the 
bell, we left the recitation room. 

Whether in these exercises Dr. AVayland stirred up the intellect of his pupils, it 
was not difficult even for a stranger to determine. As they issued from the lecture 
room, and went by twos and threes to their own apartments, the subjects which had 
just been discussed became the theme of most earnest conversation. Nor did the 
momentum thus acquired expend itself during the next twenty-four hours. The 
mental machinery was still in motion, when, on the following day, the class was 
again summoned to that tinpretending room. 

DISCIPLINE. 

Not only must the president of a. college be a teacher, but he must 
be an administrator. As he provides for the discipline of acolleg-e, 
will depend the success or failure of his administration. The methods 
which Dr. Wayland followed are best told in his own words. 

with respect to the discipline of a college, it is, perhaps, proper that I should 
give my exjierlence. I may say that my views on this subject are A-ery simple. So 
far as I know, it has been generally supposed that the head of a college can only 
succeed by understanding the peculiar temperament, habits, disposition, etc., of 
every pupil, and, on the basis of this knowledge, making out a distinct mode of 
treatment for each undergraduate. In strict accordance with this theory, parents 
without number, when entering their sons in college, have come to me, and at great 
length have informed me of the peculiarities of their children, stating that their 
dispositions were excellent if they were only governed in some particular manner. 
I always listened with due attention to such statements, but paid to them no regard 
whatever. Indeed, I very soon learned that these peculiar young men were in fact, 
in almost every case, spoiled children, Avith whom I was likely to have more than 
the usual amount of trouble. 

It seemed to me that such a vievr of the proper method of governing a public insti- 
tution for instruction would greatly impair, if it did not entirely destroy, the value 
of any college in which it should prevail. If it were the business of instructors to 
study the character of every pupil, and in each instance to modify the course of dis- 
cipline to suit the peculiarities of every individual, sound judgment would, from 
the very nature of the case, be impossible. A college would then fail in one of its 
most important designs, namely, as an intermediate place between the family and 
society, to prepare the student for entrance upon the practical duties of life. I 
came, therefore, to the conclusion that the laws of a college should be simple, just, 
kind, and of such a character that they could be shown to be right and salutary, 
both to parents and pupils. These laws, having been established, were to be rightly 
observed, and, by making every young man feel that he must be accountable for his 
own actions, prei)are him for becoming a member of society, where this rule is to be 
enforced under more severe penalties. The more peculiar a young man is^ and the 



BROWN UNIVERSITY. 125 

more his peculiarties liave been siiffered to gain strength, the more important it ia 
that he should be subjected to the same restraints as his fellows, without making 
any allowance for his eccentricities. If a young man be rude, arrogant, passionate, 
untruthful, indolent, unpunctual, it is far better, after one admonition, that no 
aHowance whatever be made for these evil habits, than that they should ripen into 
confirmed biases, which a whole lifetime might be insufiQcient to correct. 

It was therefore my aim to have no law.s which could not bo shown to be perfectly 
reasonable, and then to execute those laws with all possible strictness and impar- 
tiality. Of course, in saying this I assume that it will be understood that the gov- 
ernment of impulsive, thoughtless young men is different from the government of 
adults. It must, of necessity, be kind, conciliatory, persuasive, or, in a word, paren- 
tal. Penalty must be visited only after other means of restraint and correction have 
been tried in vain. But it must be distinctly understood that when these laws have 
proved ineffectual, punishment will inevitably come, and come on all alike, without 
the shadow of jiartiality. 

In the government of a college, every case becomes a precedent; and if the prece- 
dent be a bad one, it Avill never be forgotten, but will be j)leaded without fail, as 
though it established a law. I always, therefore, considered it a matter of prime 
importance to decide every new case correctly. It was my habit to take time for 
deliberation, to examine each case in all its bearings, and to see what would be the 
result of a decision if generally adopted as a rule. I endeavored to ascertain the 
principles on which a decision should be founded. I appreciated the fact that a case 
settled on true princii^les would harmonize with every other case that might subse- 
quently occur, whether nearly or remotely connected with the one before me. The 
laws of college, and the results of violating them, became thus perfectly well known. 
When the younger students were disposed to combine in perpetuating some violation 
of law, their seniors would tell them distinctly what would be the inevitable conse- 
quence, and theirpredictions rarely failed of fulfillmeut. The principles which gov- 
erned in such cases were well understood, audit was known that by these principles 
all cases of discipline were to be decided. 

SERVICES FOR THE COLLEGE. 

No two persons cany away just the same impression from seeing a 
beautiful i^aintiiig, nor do they use the same tlioughts in attempting its 
description. Perhaps another i)hase of what Dr. Wayland did for 
Brown may be seen from the graphic delineation given by Prof. Diman: 

Yet who, after all, that knew Dr. Wayland, will be likely to accept any biography 
of him as satisfactory? No analysis of his intellectual qualities, no summary of his 
personal characteristics could set him forth. What power in his very presence, defy- 
ing all description, as the most speaking faces defj^ the art of the photographer. 
What reserved force, sleeping in silent depths till stirred by great occasion. Such 
as know him only from his writings have gained no adequate impression of the man. 
There are works that seem vitalized with a writer's personality. In the vascular 
sentences of the immortal Essais we clasp hands across the chasm of three centuries, 
with the owner of that quaint tower that still looks down the valley of the Dor- 
dogne; and in the pensive periods of the Sketch Book we almost catch the beat of 
Irving's heart. But what suggestion of flesh and blood was over associated with a 
text-book of moral science or of i>olitical economy ? Who would infer the uproarious 
fun of Luther from his Commentary on the Epistle to the Galatians, or trace in the 
pages of The Wealth of Nations the winsome traits of Adam Smith? Not even in 
his printed sermons is Dr. Wayland presented with entire accuracy, for, much as he 
commended an " unlearned ministry " he somehow himself selected for publication 
his more ornate and elaborate productions. He appears in some of these as he used 



126 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

to .appear, arrayed in cap and gown, in tbo stately ccrcnionial of commencement day, 
or, as ho will appear to posterity, in the still' fnll-length portrait, hanging in Rhode 
Island Hall, which, as an achievement of high art in wood, is only criualed by a work 
of the same artist, the pictnro of Mr. Webster in his reply to Ilayno, that usurps so 
undue a share of Faueuil Hall. How little does all this resemble the image so viv- 
idly recalled as wo turn the pages of these volumes. That little, ill-lighted chapel, 
long since numbered among the things that were, with its wide gallery, its narrow 
dais, its benches carved all over with the images and superscriptions of successive 
generations, in painful compliance with the monkish maxim, that to labor is to pray. 
How distinct, even now, sounds that heavy tread along the narrow hall, with what 
emphasis that burly form bursts through the door and up the steps, with what ter- 
rific frown that brow at once is clouded as impatient sophom.ores beat, with their 
heels, an unseemly march. With what utter disregard of conventional proprieties, 
yet v.'ith what genuine and awful sense of divine sanctities, the voice I'olls out the 
strains of Hebrew David, and anon melts in humble, fervent prayer. Never did Dr. 
Wayland seem so grand, ono might almost say inspired, as in those unbidden gushes 
of emotion that would sometimes convulsively shake his great frame and choke his 
utterance. The finest paragraph in his missionary sermon would not compare for 
eloquence with some of those pungent appeals that at times electrified the students 
at their Wednesday evening prayer meeting. How the chapel would bo hushed 
with the stillness of death itself, as, in tremulous accents and voice sinking to a 
whisj)er, ho would dwell on tho dread responsibilities of the soul. There was never 
any cant of stereotyped exhortation, never any attempt to rouse a superficial emo- 
tion, but always direct appeal to conscience and to all tho highest instincts of youth- 
ful liearts. In this most difllcult task of dealing with young men at the crisis of their 
spiritual history. Dr. Wayland was unsurpassed. 

How wiso and tender his counsels at such a time! How mauy who have timidly 
stolen to his study door, their nouls burdened with strange thoughts, and bewildered 
with unaccustomed questionings, remember with what instant appreciation of their 
errand tho green shade was lifted from the eye, tho A'olume thrown aside, and with 
what genuine, hearty interest that Avhole countenance would beam. At such an 
interview he Avould often read the parable of the returning prodigal; and who that 
heard can ever forget tho pathos with Avhich he would dwell upon the words, "But 
when ho was j'et a great way off, his father saw him, and had compassion, and ran, 
and fell on his neck, and kissed him." These were the moments when the springs of 
his nature were revealed. 

"It is not SO much what is said, as the way in wliicli it is said." 
Never was tbe truth of an aphorism more patent than when a descrip- 
tion is attempted of Dr. Wayland's method of conducting a recitation. 
But tho picture would be incomplete without that detail. The fol- 
lowing reminiscence is by llev. Dr. Silas Bailey, who entered Brown in 
1830: 

In a resum6 of what ho did for tho university, his first service was reorganization 
in discipline and instruction. A new era had opened and its demands were diQerent 
from those of tho preceding period. The need of education then had been for what 
was elementary. Tho country now was feeling tho mighty possibilities that wero 
inherent in itself and was developing them. Tho educational complexionhad changed, 
and there was a call for what is now termed "practical education." Dr. Wayland 
saw the drift and met it, and to him is due the credit of inaugurating the new sys- 
tem .at Brown, and of disseminating his ideas as an instructor to the country. In 
tho class room he did away with the use of text-books. His theory was that the 
instructor should himself know what ho was to teach, and should draw out the pupil 
so that ho could state in a thorough manner what had become a part of his own 



KROWN UNIVERSITY. 127 

knowledge. The metliod was analytic; that method which was used so masterly by 
the president, and which since his day has been characteristic of the students of 
Brown. 

Judge Story, when professor at the Cambridge Law School, was accustomed to say 
that ho could distinguish a graduate from Brown University by his power of seizing 
upon the essential points of a case and freeing it from all extraneous matter. 

The value of his moral solicitude for the student was great. He was in the habit 
of addressing each as "my son," and impressing upon him his own jjcrsonality. In 
an estimate of what he did for the individual members of Brown, says Prof. Chace: 
"We should look rather to the characters he molded, and to the moral and reli- 
gions forces he set in action. These, as vrell as the productions of his pen, still live 
and will continiie to live. Where in all the land can be found a place in which to-day 
he is not working, directly or indirectly, through those whose minds he formed and 
inspired. In or will his influence terminate with the lives of those who were its imme- 
diate recipients. Moral forces never die. By a law of their nature they perpetuate 
and extend and multiply themselves indefinitely." 

Ho constantly practiced what ho preached, and the students knew that when a 
decision was given by him it had been carefully examined on all sides. 

Ao a writer of text-books he jilaced within the reach of the students what they 
could use for themselves. His chief work, because more universally accepted, and 
because of its merit, was his Moral Philosophy. This was an expos6 of a system of 
morals not culled from other writers and tinged with their views, but as it had 
filtered through his own mind and been subjected to his searching and critical analy- 
sis. His Intellectual Philosophy and Political Economy were of value to his own 
students, and, like his Moral Philosophy, were used by other institutions. The 
library received under him careful attention, and he fostered and developed its life. 
The scientific resoixrces of the college Avere placed on a firm basis. 

PUBLIC SEEVICE.S. 

Dr. Wayland labored not alone for the college, although that was ever 
first in his thoughts, but -vras always alive to what he could do for the 
community. He was the first citizen in the State, and the university 
was the center from whicli emanated those impulses that guided and 
maintained a high tone in the community. True, the city was not so 
large, and the desperate struggle for wealth had not set in, but a man 
of narrower mind could have caused the i)0.sition of the college as a 
center to be much less. 

The public charities found in him a ready helper, and Avith many he 
had an official connection. Through his aid as an inspector the State 
l)]isou became a reformatory and not a x^lace wliere criminals were 
confined. 

During a largo part of the last twenty years of his life he conducted every week 
a Bible class composed of convicts. The spectacle presented was most impressive — 
one which the angels might desire to look upon— as with heart full of love to God 
and man, and thought intent on serving one and doing good to the other, he took his 
way on the quiet Sabbath morning toward yonder j)rison, to seek there the outcasts 
from society, the children of .shame and sin and crime, to gather tbem around him 
and tell to them in language of indescribable simplicity and tenderness of a Savior 
who loves them and who has died for them; of an atonement so large and so free 
that each one of them, however guilty, may have pardon and cleansing ; to lift them 
by his broad, overflowing sympathies from their sense of forsakenness and isolation ; 



128 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

to kindle repentings within them; to awakcu anew tlieir moral affections, and to 
restore their broken relations to humanity, to Clod, and to heaven. He may have 
done many things of Avhich the world will think more and longer, but his great life 
ofters nothing surpassing in moral grandeur these almost divine labors.' 

For Ms fellow-towDsmen lie was always ready to address them in 
words of cheer or of admonitiou and warning. From all the tributes 
to the service of the man in times of public need, no better selection 
could be made than from the scholarly and classic words of Prof. 
Chace : 

A few months before his death an occasion arose for a touching exhibition of the 
respect in which he was held by the whole community. The country had in an 
instant been plunged from the height of joy into the deepest mourning. Its honored 
and beloved Chief Magistrate, at the moment when he was most honored and 
beloved, had fallen by parricidal hands. The greatness of the loss, the enormity of 
the crime, the terrible suddenness of the blow bewildered thought and paralyzed 
speech. It seemed as if Providence, which had just vouchsafed so great blessings, 
was, from some inscrutable cause, withdrawing its protective care. In this hour of 
darkness to whom should the citizens go but to him who had so often instructed 
and guided them? As evening draws on they gather from all quarters with one 
common impulse to turn their steps eastward. Beneath a weeping sky the long 
dark column winds its way over the hill into the valley. As it moves onward the 
wailings of the dirge and the measured tread are the only sounds which fall upon 
the still air. Having reached the residence of President Wayland, it pours itself 
in a dense throng around a slightly raised platform in front of it. Presently 
he appears, to address for the last time, as it proves, his assembled fellow-citizens. 
It is the same noble presence which many there had in years long gone by gazed 
upon with such pride and admiration from seats in the old chapel. It is the 
same voice whose eloquence then so iniiamed them, and stirred their young 
bosoms to such a tumult of passion. The speaker is the same, the audience is 
the same. But how changed both, and how altered the circumstances! That 
hair playing in the breeze has been whitened by the snows of seventy winters. 
That venerable form is pressed by their accumulated weight. 

The glorious intellectual power which sat upou those features is veiled beneath 
the softer lines of moral grace and beauty. It is not now the Athenian orator, but 
one of the old prophets, from whose touched lips flow forth the teachings of inspired 
■wisdom. The dead first claims his thought. Ho recounts most appreciatively his 
great services and dwells with loving eulogy upon his unswerving patriotism and 
his high civic virtues. Next, the duties of the living and the lessons of the hour 
occupy attention. Then come words of devout thanksgiving, of holy trust, of 
sublime faith, uttered as he only ever uttered them. They fall upon that waiting 
assembly like a blessed benediction, assuaging grief, dispelling gloom, and kindling 
■worship in every bosom. God is no longer at a distance, but all around and within 
them. They go away strengthened and comforted. 

THE NEW SYSTEM. 

Wayland had come before the public as an advocate of what was 
called the " New System in Education." ^ In a report which was pre- 

1 The Virtues and Services of Francis Wayland, by George I. Chace, p. 35. 
" The influence of Thomas .Jefferson's ideas of university education may perhaps 
be traced in Dr. Wayland's report. — Ed. 



BROWN UNIVERSITY. 129 

sented to the corporation lie embodied his ideas. As this system made 
a change in educational methods, an abstract of the paper is presented: 

The present condition of the university can not be well understood without con- 
sidering its relation to collegiate education in this country, nor can the present 
condition of collegiate education in this country be understood without referring 
to its past history and its relation to university education in Great Britain, from 
which it originated. The subjects, therefore, to which the attention of the corpora- 
tion will be directed in the present report are the following : 

1. The system of university education in Great Britain. 

2. The progress and present state of university education in this country. 

3. The present condition of this university. 

4. The measures which the committee recommend for the purpose of enlarging 
the usefulness of the institution. 

5. The subject of collegiate degrees: Nos. 1 and 2 were a review of these sub- 
jects. Toward the end of 2 it was shown that for the last thirty years the New 
England colleges could not support themselves. The demand for the article 
produced in the colleges was falling off, not from the want of wealth, or intelligence, 
or enterprise in the community, but simply because a smaller number of the com- 
munity desired it. 

In this dilemma two courses were again open before the colleges. The first was 
to adapt the article produced, to the wants of the community. The other course 
was to appeal to the charity of the public, and thus provide the funds by which 
the present system might be sustained. Have the efforts that have been made in 
this direction accomplished the object intended? The objects designed to bo accom- 
plished by endowment for the reduction of tuition and for furnishing it gratuitously 
to our colleges have been, we suppose, the following: 

First. To increase the number of educated men in the whole community. 

Second. To raise the standard of professional learning, and thus increase its intel- 
lectual power. 

Third. To increase the number of ministers of the gospel. 

From a review of the field our present system of collegiate education is not 
accomplishing the purposes intended. We are, therefore, forced to adopt the supposi- 
tion that our colleges are not tilled because we do not furnish the education desired 
by the people. We have instructed them upon the idea that they are to be schools 
of preparation for the professions. 

The third point was a review of the financial situation ol the college and of the 
imj)ending crisis. If the institution was to be maintained some means must be 
adopted for its relief. Two methods present themselves. 

The first is to continue it upon its present system, retaining the four years' course, 
considering the college as a mere preparatory school for the professions of law, medi- 
cine, and divinity, and digesting the various branches of instruction in conformity 
with this idea. 

A second method of relieving the institution from its present embarrassments has 
been proposed, suggested from the view your committee has been led to take by the 
present condition of collegiate education in New England. 

Were an institution established with the intention of adapting its construction to 
the wants of the whole community, its arrangements would be in harmony with the 
following principles : 

I. The present system of adjusting collegiate study to a fixed term of four years, 
or to any other term, must be abandoned, and every student be allowed, witliin limits 
to be determined by statute, to carry on at the same time a greater or less number of 
courses, as he may choose. 

II. The time allotted to each particular course of instruction would be determined 
by the nature of the course itself and not by its supposed relation to tlie wants of 
any particular profession. 

1123 K I 9 



130 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

III. Tho various courses should bo so ;irrauj>c(l tbtit iu so far as it is practicable 
every student iiiigbt study what ho chose, all that ho chose, and nothing but what 
ho chose. ' Tho faculty, however, at tho request of a parent or guardian, should havt^ 
authority to assign to any student such courses they might deem for his advautiige. 

lY. Every course of instruction, after it has been commenced, should be continued 
without interrux)tion until it has been completed. 

Y. In addition to tho present courses of instruction, such should be established as 
the wants of tho various classes of tho community Juay retiuire. 

YI. ICvcry student attending a particular course should bo at liberty to attend 
any other that ho may desire. 

YII. It should bereciuired that no student bo admitted as a candidate for a degree 
unless ho has honorably sustained his examination iu such studies as nuiy be 
ordained by the corporation; that no student be luulcr any obligation to proceed to 
a degree unless ho choose to do so. 

VIII. Every student should be entitled to a certificate of such proficiency as ho 
may have made in evcrj^ course that ho has pursued. 

Tho courses of instruction to bo pursued iu this institution luight be as follows: 

I. A course iu Latin, occupying two years. 

II. A bourse in Greek, two years. 

HI. A course iu three modern languages. 
lY. A course iu pure mathematics, two years. 

Y. A course in mechanics, ojjtics, and astronomy, either with or without mathe- 
matical demonstrations, one and one-half years. 

YI. A course iu chemistry, physiology, and geology, one luid one-half years. 
YII. A course in tho English language and rhetoric, ono year. 

VIII. A course in moral and intellectual philosophy, one year. 

IX. A course iu political economy, ono term. 

X. A course in history, one term. 

XI. A course in the science of teaching. 

XII. A course on tho i)rincinles of agriculture. 

XIII. A course on the application of chemistry to the arts. 
XIY. A course on tlio application of science to tlie arts. 
XV. A course in the science of law. 

By extending its advantages to every class in the cnnuuunity the numl)er of pupils 
would be increased for the fcdlowing reasons: 

I. The course of instruction will, it is hoped, present a better jireparation for tho 
learned professions than that pursued at present. There is no reason, therefore, 
why this cla.ss of persons should bo diminished. 

II. Opportunity would bo afforded to those who wished to jjursue a more general 
course of professional education to remain in ('(dlogo profitably for five or six years 
instead of four, as at present. 

III. Many young men who intend to enter the i)rofc8sions are unwilling or niuiblo 
to spend four years in tlio preparatory studies of college. They' would, however, 
cheerfully spend one or two years iu sucli study if they were allowed to select such 
branches of science as they chose. This class Avould probably form an important 
addition to our numbers, and we wouhl thus, iu some degree, improve the education 
of a large portion of all the professions. 

I v. If wo except the ancient langiniges, there are but few of the studies now pur- 
sued iu college which, if well taught, would not be attractive to young men prepar- 
ing for any of tho active departments of life. If these several courses were so 
arranged tis to be easily accessible to intelligent young men of all classes, it may 
reasonably be expected that many will desire to spend a term, a year, or two years 
under our instruction. 

Y. It is not probable that tlui courses of instruction in agriculture or chemistry, 
or science ajiplied to the arts, will, of necessity, occupy all the tune of tho student. 



BROWN UNIVERSITY. 131 

Many of these persons will desire to avail Iheuiselvcs of the advantages so easily- 
placed ill their power. Another source of demand for tlie courses in general science 
would thus bo created. 

If reasons need bo offered for attempting the change in our collegiate system that 
has been indicated, the following will readily suggest themselves: 

I. It is j;;st. There are in this country 120 colleges, 42 theological seminaries, and 
47 law schools, and we have not a single institution designed to furnish the agricul- 
turist, tho manufacturer, the mechanic, or the merchant with the education that will 
prepare him for what his life is to be devoted to. 

II. It is expedient. Civilization is advancing, and it can only advance in the line 
of useful arts. It is, therefore, of the great(.'st national importance to spread broad- 
east over tho community that knowledge by which alone the useful arts can be 
multiplied and perfected. 

III. It is necessary. Anyone who Avill observe; the progress wliich, within the 
last thirty years, has been made by the productive classes of society in power, 
wealth, and influence, must be convinced that a system of education jiractically 
restricted to a class vastly smaller and rapidly decreasing in influence can not pos- 
sibly continue. 

The fourth topic discussed tho history of degrees, and a comparative view of them 
as in use here and in England was presented. The fear Avas expressed that tho amount 
of study on the classics would bo diminished. To this it was replied if, by iilacing 
Latin and Greek upon th<;ir own merits, tliey are unable to retain their present place 
iu the education of civilized and Christianized man, then let them give i)lace to 
something better. They have by rigjit no preeminence over other studies, and it is 
absurd to claim it for them. 

In view of these facts and arguments, tlu; eoiumittee iiave arri\'ed at the; follow- 
ing conclusions: 

I. This college can not, under auy circumstances, ])e long sustained without large 
addition to its funds. 

II. In the present condition of collegiate education in New England it is not prob- 
able that addition to its funds would increase the number of its students, unless 
large provisions were also made for gratuitous tuition. 

III. Such funds might attract students from other colleges, but would do little 
either to increase the aggregate number of educated men or to extend the advan- 
tages of education to those classes of the community which do not now enjoy them. 

IV. There is reason to hope that the same amount of funds which would be neces- 
sary to sustain the college under tho present system might, if tho system were modi- 
tied in the manner above suggested, add greatly to tho number of students and at 
the same time confer inestimable advantages on every class of society. 

This report wa.s adopted and the .sura of $125,000 raised. This para- 
lihlct created no little exciteiueut in academic circles, and was criti- 
cised favorably aud unfavorably. Suffice it to say, it marked the dawn- 
ing of a new era iu education. The system was never adoi^ted in its 
entirety as devised by the author, but sufficiently so to demonstrate its 
success at that time, although eventually it was modified. 

MANNING HALL. 

This, the third building of the university, Mas the gift of Nicholas 
Brown, who gave it the name, Manning Hall, in honor of the first presi- 
dent. The ground lloor was at first used for the library, and the 
chapel was in the upper portion. In the chapel is a memorial tablet to 
Nicholas Brown and to those who fell in the civil war. The building 



132 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

possesses some interest from the fact tliatit is a model of tbe temple of 
Diana — Propyleain Eleusis — but just twice the size. When the new 
building was erected for the library, the books were removed from 
Manning Hall, and the room used for recitations. It now contains the 
collection of casts. 

RHODE ISLAND HALL. 

The university had been in need of a building for lecture rooms and 
for the reception of geological and physiological specimens. In 183G 
the corporation appointed a committee to devise means for erecting 
such a building. The history of Rhode Island Hall will be given in the 
following extract from the president's annual report to the faculty in 
1839: 

Nearly two years since the president of the university rereived a letter from a 
lady interested in the ]iro8perity of the institution, generously offering the sum of 
$500, to be appointed to the increase of the means of instruction in physical science, 
provided that the additional sum of $1,500 should, within a specilied tune, be sub- 
scribed towards the same object. An effort was made to raise the requisite sum, but 
it unfortunately failed. The lady then expressed her willingness to contribute the 
the same amount in aid of any other effort which might be made to promote the 
interests of learning in the university. 

At the very time when this subject was in agitation, several benevolent gentlemen 
in Providence privately expressed to some members of the corporation a willingness 
to unite in any attempt that might be thought important to promote the prosperity 
of the institution. Soon after the last commencement (1838) these gentlemen met at 
the house of the president, and the sum of $2,500 (including tbe offer before men- 
tioned) was subscribed towards the erection of an additional building to be.devoted 
to the purposes of physical science. After considerable effort had been made, and it 
seemed impossible to raise the subscription to the required amount, the treasurer of 
the university received from the muniiicent benefactor of this institution — the Hon. 
Nicholas Brown — a letter, of which the following is a copy : 

Providence, March IS, 1839. 
Moses Brown Ives, Esq., 

Treasurer of Broicn University : 

Dear Sir: In common with a number of the friends of Brown University, I desire 
the erection of a suitable mansion house for the president, and likewise of another col- 
lege edifice for the accommodation of the departments of natural philosophy, chem- 
istry, mineralogy, geology, and natural history. As it is highly important that these 
buildingSj so necessary to the welfare of the institution, should be erected without 
delay, I hereby tender to the acceptance of the corporation two lots of land on 
Waterman street as a site for the president's house and the lot of land called the 
"Hopkins estate," on George street, as a site for the college edifice; and 1 hereby 
pledge myself for the sum of $10,000, viz, $7,000 for the president's house and $3,000 
toward the erection of the college edifice, the suitable improvement of the adjacent 
grounds, and the increase of the permanent mean.s of instruction in the departments 
of chemistry, mineralogy, etc., provided an equal amount be subscribed by the friends 
of the university before the Ist of May next. 

I am, witli affectionate regards, and great personal respect for all the friends and 
patrons of the university, respectfully, 

Nicholas Brown. 



BROWN UNIVERSITY. 133 

The additional sum of |10,890 was raised, and Rhode Island Hall 
was dedicated September 4, 1840, Prof. William G. Goddard having 
written the address. On account of his sudden illness he was pre- 
vented from reading it. 

In 1855 Dr. Wayland tendered his resignation, for he felt that his 
health would not permit him to carry on the responsibilities of the 
oflice. licgretfully this was accepted. During his retirement he pur- 
sued his literary duties, and in 1857 he resumed pastoral duties for 
a year. lie never ceased to identify himself with every good word and 
work. His death occurred at his home in Providence, Sex)tember 30, 
1805.' 

UNIVERSITY EXTENSION. 

In late years much has been said and accomplished with reference 
to university extension, or an attempt to bring the university, or 
higher education, down to the people. The movement, when fairly 
tried, has met with success. Reference has been made to an earlier 
attempt, in 1785, by Prof. Waterhouse,who gave a course of lectures in 
the State house. In 1853 there was another course, for the professor of 
chemistry wished, in accord with the design of the new system, to make 
his department of some practical benefit to the artisans and mechanics 
in the city. The number of men engaged in the jewelry trade gave 
him the idea for his course, which he announced as "The chemistry 
of the precious metals," and consisted of eight lectures. They were 
made just as practical as possible, and tlieir success may be inferred 
from the fact that an audience of nearly 335 assembled. Said one: "I 
see now why it is that I have so often failed. I have been doing, or 
trying to do, these things all my life without ever knowing why." 
Said another: "If I had known these things years ago, it would have 
saved me thousands of dollars." 

In recent years lectures have been given under university auspices 
from time to time, and in 1800 was formed The Historical and Politi- 
cal Economy Association, which brought the university to the people, 
through the medium of lectures. 

President Sears, 1855-1867. 

President Wayland resigned the presi<lency in 1855, and the corpora- 
tion, by a unanimous vote, elected the Rev. Barnas Sears to be his suc- 
cessor. Wayland by his withdrawal had made a large place vacant, 
and the position demanded a man of ability. At the time of his accept- 
ance Dr. Sears had been serving as secretary of the Massachusetts 
Board of Education, to which office he had been elected upon the res- 

•Dr. Wayland is the author of that characteristic saying quoted with evident ai)- 
proval by ex-President A. D. White, "A college president's time is nibbled away by 
ducks." President Edward Everett, on learning that Fisher Ames had once declined 
the presidency of Harvard College, said to Jared Sparks, "Fisher Ames is a wise 
man.' — Ed. 



134 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

ignatioii of Horace Mann in 1848. Sears Avas prominent as an edu- 
cator and had filled all the positions of trust with such fidelity and 
efficiency that he was the choice of the corj)oration for the presidency 
of the college. His labor was honorable not only to his alma maler, 
but also to the nation, to whom he had rendered devoted and efQcieut 
service in his wise administration of a great philanthropy, of which he 
was the general agent. 

BIOGKAPHY. 

Barnas Sears was born in Sandisfield, Mass., 1802. His father was 
a farmer and his mother a woman of piety. As a boy Barnas was 
said to be bright and full of fun. When he reached the age of 15 
he asked his father for his time, in order that he might support him- 
self. At this time an uncle of his told the father that he might as 
well let the boy go, as he was nothing but a book boy anyhow, and 
never seemed to care about work. The boy was a lover of books, and 
his eager desire for a liberal education was encouraged and stimulated 
by his mother. So eager was he in the pursuit of knowledge that it is 
said he vs^ould spend the noonings in reading, and would sometimes 
encroach on the work hours. The crisis of his life dated from his thir- 
teenth year, when he united with the church. It was then that he 
decided to consecrate himself to the Christian ministry, and his later 
efibrt at self-support was to secure the means for the fulfillment of his 
life's purpose. By laboring on the farm in the summer and teaching 
school in the winter he accumulated the means for his collegiate edu- 
cation. He entered Brown, graduating in the class of 1825. He said 
while in college that it was his ambition at the outset of his college 
career to stand at the head of his class, but subsequently he i)referred 
a broader scholarship without "cramming," and therefore he devoted 
hiiuself to.a wider range of study thau that which was prescribed in 
the ordinary curriculum. 

The following statement which he made to Prof. Stearns will illus- 
trate his thoroughness. He told him that he once failed to locate an 
event which happened in Constantinople. In consequence he secured 
all the maps and plans he could find concerning the city, and made 
himself so familiar with its lanes and streets that he believed were he 
to visit it he would be as much at home as in the city of Boston. A 
favorite maxim of his was, "Whatever is worth doing at all is worth 
doing well." 

After the completion of his course at Brown he entered the Theo- 
logical Seminary at Newton, graduating with the class of 1828. He 
took the pastorate of a Baptist church in Hartford, but in consequence 
of ill health was obliged to leave after two years. From there he Aveut 
to tlie professorship of ancient languages in Hamilton Literary and 
Theological Institution, now Colgate University. At his suggestion 
a change was made in the course of study in theology, and he was 
transferred to the chair of Biblical theology. Ill health and the fact 



BROWN UNIVERSITY. 1S5 

that IK) class was ready for instruction in tlie new department enabled 
liini to study in Germany for a season. 

From Halle lie went to Leipsic and cam(; under the influence of Winer, 
Jtosenmiiller, and Hermann, '' stimulated," as he says, "by their genius 
and learning." Here we find the old love for classical studies coming 
to the front. "I am drinking," he says, "at the fimntain of Greek and 
Roman literature, and could easily make this the pursuit of my life. 
English is becoming a dead language to me and Latin a living one." 
From Leipsic he went to Berlin. Here, to use his own language, he came 
into " more or less relationship with Miiller (with whom no living i^hilol- 
ogist can dispute the palm); Bopp, tlic founder and richest ornament 
of the Sanskrit school of comparative philology; Biickh, the greatest, 
living master of Grecian antiquity; Bekker, the greatest editor of the 
Greek classics from manuscript autliorities; Zumpt, the Latin gram- 
marian; Grimm, the greatest German lexicographer and antiquary; 
Charles Bitter, the prince of geographers; Eanke, the historian, with 
no rival but Guizot; Neander, the reformer and almost the creator of 
philosophical church history ; and Tieck, the poet, until recently the pride 
of the court of Dresden."^ In these tliree universities, Halle, Leipsic, 
and Berlin, he laid the foundations and marked the boundaries of the 
department of Biblical theology in Hamilton. 

Sears had gone to Germany at a time when few, especially in the 
department of Biblical criticism, had been able so to do; but he felt 
tlie need of a fresh study of the Hebrew and Greek, with all the side 
lights. He himself was unwilling " to rest until a conscious mastery of 
the scholarship and advanced thought of Germany had rendered him 
master of the situation as a helper, interpreter, and leader of the 
advancing thought of his own country." Eeturning to this country he 
was called to Newton, but he felt that Hamilton had the i)rior claim, 
although before the year closed he accepted the call to Newton, and 
was there till 1848. 

While at Newton, in a report to the trustees, he said: "The leading 
objects of the teachers have been: (1) To create a deep interest in the 
work; (2) to i)oint out the extent and connections of the subject of 
inquiry, together with the method to be pursued, and the means to be 
employed; (3) to have the results of such investigations and reflections 
presented, first by the student, then by the class, and lastly by the 
teachers, in free but not polemic discussions; to have the fundamental 
doctrines, collateral topics in any branch of study, the most important 
works, ancient and modern, on theology, the best chapters and treat- 
ises on particular topics made the subject of analysis, critiques, trans- 
lations, etc., to be read before the class and followed by oral discus- 
sions. Neither the examination of text-books nor formal lectures have 
been adopted." 

Such were his methods while at the seminary. 



'Prof. O. S. Stearud. Bajitisi Quarterly Review,. 1883. No. 17. 



13G HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

PUBLIC SEKVIOES. 

When Dr. Sears assumed the presidency of Brown he had gained a 
practical insight into educational matters, inasmuch as he had suc- 
ceeded Horace Mann as the secretary of the Massachusetts Board of 
Education. Previous to that he had taught at Madison University and 
also at Newton. The time spent in foreign study was used most advan- 
tageously, as may be seen from his letter quoted above. The success 
which he had acquired by his management of the Board of Education 
may be seen from the remarks made by Mr. Boutwell : 

Wlien the intellectual powers of Dr. Sears were in their fullness, when his scholar- 
Bhip was recognized generally by learned men and by universities, when his capac- 
ity for useful public services had been decided and justified by experience, he 
accepted the office of secretary of the Massachusetts Board of Education. His pre- 
decessor — his only jiredecessor — was Horace Mann, that eminent leader of public 
opinion, the reformer of the methods and the results of education, who had impressed 
his ideas upon the people and woven his policy into the institutions of the State 
before his career had been a career of adversity, in which, indeed, he had triumphed. 
But there lingered in the minds of many the belief that the changes which he had 
introduced and the reforms which he had established would in no distant day be 
overthrown. The State in Dr. Sears secured an exponent, an advocate, and a most 
temperate defender of the reforms which Horace Mann had introduced. There was 
no step backward, but he presented always a genial and attractive side to every sub- 
ject to the public. In the normal schools, in the teachers' institutes, in the county 
associations, he brought into the public service eminent men and distinguished 
teachers, of whom I may mention Prof. Felton, Prof. Agassiz, Lowell Mason, and 
others ; and thus were the youth and the children of the State brought under the influ- 
ence of persons who gave them high ideas of life and the best practical illustration 
of the art of teaching. What had been regarded in Mr. Mann s time by many as 
experimental became under Dr. Sears an established and recognized institution of 
the State. Our system of education — schools for all the people and sustained by the 
people — was placed upon a foundation as immovable as the foundation of the State 
itself.' 

PEABODY TRUST FUND. 

From these experiences, that were rich in developing and round- 
ing his scholarly nnnd, he took the presidency of Brown University. 
He w^as at its head till 18G7. In order to understand what a rare man 
he was, and what an institution would gain with him at his head, his 
career from 18G7 will be sketched. It is apropos of his presidency, 
because ho was called awny from the very midst of his duties at the 
university, and was able at once to assume the duties of his new posi- 
tion, which was that of general agent of the Peabody Trust Fund, for 
promotion of education in the more destitute portions of the Southern 
and Southwestern States. Mr. Peabody had told his intention toEobert 
C. Winthrop and that gentleman knew his wishes. The board which 
be had chosen to care for the trust, was organized in February, 1807, but 
was at a loss as to how the trust should be executed. Mr. Winthrop 
met Dr. Sears the next month in Boston, and, told him the perplexities 



' Remarks by Hon. George S. Boutwell on the death of Dr. Sears 



BROWN UNIVERSITY. 137 

and embarrassments wliicli were weighing upon him, for Mr. Peabody 
had wished him to direct the primary action of the board. He aslced 
Dr. Sears if he would give him the benefit of his advice and judgment 
on the whole matter. Dr. Sears consented and wrote him a letter, 
which contained in suggestion the very policy which was adopted in 
the execution of the trust. He also promised that he would meet with 
the board for aid and counsel if his help should be needed. The board 
did need him and he met with it in March at the adjourned meeting. 
He was unanimously chosen as its general agent, but did not accept 
till the 9th of April. He served in this capacity for thirteen years, till 
his death, in 1880, at Saratoga. 

The administration of this trust of $2,000,000 was difficult and deli- 
cate. The South was in that condition in which a country is left after 
the conclusion of a civil war; there was no precedent which could be 
followed in the execution of the trust; and such a course of conduct 
must be followed that should prove advantageous for the future. In 
the words of Mr. Winthrop, in reference to the letter of suggestion 
which Dr. Sears wrote him — 

This letter, so hastily written, has indeed proved to be a perfect chart of our 
course, as the writer of it has proved to have been a perfect i)ilot. 

The relations existing between Dr. Sears and Mr. Winthrop were 
close, and the choice of Dr. Sears Avas a wise one. How wise was his 
management, the following extract from Mr. Peabody's own words will 
indicate: 

I must not omit to congratulate you, and all who have at heart the best interests 
of this educational enterprise, upon your obtaining the highly valuable services of Dr. 
Sears as your general agent — services valuable not merely in the organization of 
schools and of a system of iiublic education, but in the good effect which his con- 
ciliatorj' and sympathizing course has had, wherever he has met or become associated 
with the communities of the South, in social or business relations.' 

The general esteem in which Dr. Sears was held, as agent of the 
Peabody Fund, was voiced by Mr. Winthrop when he addressed the 
board at its meeting in February, 1881, the year following the death 
of Dr. Sears: 

* * * But he did not conclude that letter without recalling the words of 
encouragement addressed to him by Mr. Peabody when they parted for the last 
time: "Your name will be remembered in connection with mine." And so it will 
be. It is not too much for me to say, and I am sure you will all agree with me, that 
whenever and wherever the name of George Peabody shall be remembered and 
honored as the munificent founder of this great trust for Southern education — the 
earliest signal manifestation of a spirit of reconciliation toward those from whom 
we have been so unhappily alienated — the name of Dr. Barnas Sears will be recalled 
and honored also, as the original organizer and devoted administrator of the trust 
for the first thirteen years of its existence — the years which have determined its 
policy and insured its success.^ 

•Peabody Educational Fund. Proceedings, Vol. ii, p. 314. 

^Hon. Robert C. Winthrop in Peabody Educational Fund. Proceedings, Vol. ii, 
p. 320. 



138 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 
RECOLLECTIONS OF DK. SEAE.S. 

The public services of Dr. Sears just preceding and sul)se(iuent to 
his presidenpy of tlie college luive be<'ii cited to siiow the generous 
equipment of the man who was to i^reside over the academic councils 
of the university. His genius was excelled only by his modesty. 
Said one who knew him well at this period: 

He was one of the most iinussumiujj men I ever saw. Tlio charms of liis conver- 
sation I shiall never forget. 

The students respected and loved Dr. Sears. It was his practice to 
put the young men on their honor, and he also abolished many of the 
minor penalties of college discipline. He wished his impils to feel that 
they could confide in him and that they would allow him to aid them. 
But while his discipline was paternal, he could also be severe if the 
occasion warranted it, and the student who incurred his righteous 
indignation found him strict and stern. He was able to arouse in bis 
l)upils a desire to know the truth and to set before them lofty ideals, 
w'lereby they could make better their own and the lives of their fel- 
lows. Said one of his students: 

If I have made any attainments in study or done any good work for the clinrch of 
Christ it has been largely due to the iuflnonce of Dr. Sears. I have always cherished 
a filial reverence for the great teacher who inspired me, and a genuine love for the 
large-hearted Christian, Avho has been to mo an ideal manhood. 

The best impression of bis class-room manner is obtained from this 
reminiscence by J. B. G. Pidge, of Philadelphia: 

There will be no sincerer mourners for Dr. Sears than the graduates of Bi'own 
under his jiresidency from 1855-1867. They will feel such sorrow at his loss as is 
only experienced at the death of a dear friend. They will recall him as the well- 
bclovcd president, the inspiring teacher, the broad and generous scholar. What- 
ever other testimonies his memory may receive, the students of Brown during those 
years will pay the tribute of love. For Dr. Sears was, above all, perhaps, a "loved" 
president. The students in his classes were led, not driven. Perhaps on this account 
lazy and dull students made but little progress under him, and those who only 
learned what they must came forth from his instructions with a smaller amount of 
actual information than they were in the habit of carrying away from a course of 
study. But oven such sludents came forth with minds broadened with contact with 
scholarship so complete and well rounded, and if he did not succeed in enticing 
them to a love of good learning ho made them feel the iraiueuso superiority of true 
scholarship and culture, the culture and scholarship which embrace both heart and 
mind, to that education which makes a man merely a walking text-book. 

It was doubtless an easy task for the indolent to pass through the studies of Dr. 
Sears's course, for ho was not a severe disciplinarian, and those w'ho had been in 
mortal dread of the recitation room felt that they had at last reached a haven of 
rest. The little book in which the professor was wont to mark the value of a stu- 
dent's recitation was no longer seen. It was a tradition iu the college that Dr. 
Sears did all the marking of his classes at the end of the term. But, however that 
might be, the students were well aware that their recitations were estimated notby 
any accidental (qualities which they might possess, but by their general character. 
He knew that he should not receive any special credit for some sudden brilliancy 
nor any discredit for some momentary deiieiency. Dr. Scars acted on the priucii)lo 
that learning should bo sought for its own sake; and, therefore, he kept entirely in 



BROWN UNIVERSITY. 139 

the b.ackgronnd every other incentive. The student who could not bo stimulated 
by the mere love of learning Lad, therefore, an. easy time of it and brought away 
but small results. But for those who could bo led by 6uch an incentive the intro- 
duction to Dr. Suars's classes marked au epoch In their mental development. The 
recitation room lost the feverish interest it Lad possessed as a place where each day 
the student's lucasurement was taken and recorded, and became a place of x>'>^ii'cst 
fujoynunt. Study was made easy for the bright as well as for the dull student, 
but it was made easy for tho former because it was rendered so attractive. He 
began to see the ditferenco between culture and learning, and he grew to take 
broader ideas of what education should be. 

The hours at the feet of Dr. Sears sifted men as they had not been sifted before. 
No mere i)arrot-like recitations would nov/ suffice — such scholarship was at a dis- 
count. It was no longer mere fluency of tongue and readiness of memory, nor on 
the other hand anj"^ pretensions and profound egotism that stepped to the front, but 
the true scholar who loved learning, but also enduring labor as a necessary means 
tp its acquisition. And I am convinced that the influence of that recitation room 
has been a larger one than we ever dreamed it could become. Dr. Sears cared so 
little to impress his own ideas upon us that he used to say he eared not whether 
v:o remembered what he taught or not, so that v.c only learned to think for our- 
selves. Few of his students, perhaps, will be able to remember his views of dis- 
puted points in philosophy, for he never made them jjrominent; but they can 
never forget the general tenor of his instructions, which sought to imbue them 
with a love of truth and goodness, and made the good life appear the only true life. 

Ilis tiisk was a difficult one, in that he was called to be tLe successor 
of Dr. Wayland, who for twenty-live years had served the university. 
But by his devotion to the cause of religion and education he soon 
won the confidence of the friends of Brown. Regarding his connection 
with the faculty Prof. Lincoln said : 

Of all the administrators of the affairs of the college no one was more highly 
esteemed and more truly loved during all the time of his administration than 
President Sears. I remember how he awakened our admiration by tho stores of 
knowledge which he had always ready at either hand, how he impressed all with 
profound respect for religion and love of God. I am sure that all his pupils, whether 
in the class room where ho taught them or in the chapel where he preached to them, 
were impressed by the soundness of his judgments, and I think he bound them to 
him by the sincerity and unaffected interest which he always showed for their personal 
welfare. 

SCHOLARSHIPS. 

In the days of Manning a scheme liad been devised by him whereby 
worthy young men could be aided in securing an education when they 
had not sufficient means of their own. Manning's views are embodied 
in a letter which he wrote in 1783 to Dr. Stennett, of London: 

Several pious youths, who promised fair for the ministry, having picked up some 
grammar learning, have applied to mo to know Avhether anyway can open for their 
assistance in getting an education. This has led me to think of a plan to assist such, 
and I have sketched out the following: That the Rev. Messrs. Samuel Stillman, 
Gardner Thurston, Isaac Backus, John Gauo, Hezekiah Smith, with the president, 
be a standing committee of the corporation, and in case of tho demise of any of them 
their number to be iilled up from time to time by themselves, who, or the major jjart 
of them, shall examine or approve of such as shall be candidates to receive the assist- 
ance which may be protfered to worthy characters in that way, and to say in what 
proportions it shall be dealt out to them. It will be easy to i)rocure a vote of the 



140 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

corporation to invest tills committee with all ii<>cessary pow(>rs to discharge? this 
trust, and I have fixed upon men whose doctrinal and practical principles, as well 
as their character in this country, will entitle them to the highest confidence of 
benefactors to this fund. I was long convinced that a plan of this kind would bo 
vastly serviceable and proposed it to some of my friends, wh )se only objection 
against it was its interference with endowing the college, which was an object of 
the greatest importance; but I am of opinion that many would ho induced to give 
for this purpose who would not on any other consideration. Should a donation bo 
oflered, and these persons be mentioned for the trust in this way I have suggested, 
by some gentleman out of the corjjoration, I am convinced that it would immediately 
take, and that something considerable could soon be raised, which would be of stand- 
ing benefit to our churches and more widely disseminate the knowledge of truth. 
Such has beeu the feeling through New England in favor of a college education that 
our j)i(ms illiterate ministers are greatly circumscribed in their sphere of usefulness, 
of which many of them are sufficiently sensible, and heartily wish their successors 
may be enabled to obviate this objection. A great and effectual door is opened for 
the labors of Baptist ministers throughout our vast, extended frontiers, and many 
new churches have been lately constituted in that howling wilderness; and indeed 
the labors of our society seem there generally preferred. 

Nothiug was accomplished at this time, because there was no pro- 
vision made by which funds could be secured lor that purpose. It was 
problematical what Dr. Stenuett would have done had he lived, for he 
died nearly three months before this letter was sent. The letter, how- 
exev, indicated Manning's sentiments on the matter. 

During- the i^residency of Dr. Sears a sj^stem of scholarships was 
founded upon a basis very similar to that suggested by Manning, except 
that they were open to young men of any denomination. President 
Sears considered this foundation as one of the most important acts in 
his administration. He said: 

The contributions for scholarships and for general purposes made by the business 
men of Providence and vicinity during the jiast year are received, not only as an 
evidence of interest in the success of the college, but as a pledge of future support 
from the people themselves, as well as from a few distinguished patrons. That 
between 25 and 30 individuals could be found, most of whom had never before been 
in any way identified with the college, to contribute $1,000 apiece to supply its wants 
and increase its influence is one of the most pleasing and encouraging signs of the 
times. This is not, indeed, the iirst time that the people of Providence have shown 
their liberality as patrons of learning, but never before have contributions fixed 
at this standard come from so many individuals. 

A fund had been left by Nicholas Brown and the corporation voted 
in 1858 to devote it to the purpose of aiding deserving young men in 
obtaining their education while members of the university. This gave 
11 scliolarshii)S, at |1,000 each. In addition to those there were 30 
others, at $1,000 each. 

The university has now about 100 scholarships. Sixty-four of them 
are of $1,000 each. The income of these is given, under the direction 
of a committee ai)pointed by the corporation, to meritorious students 
who may need pecuniary assistance; but a scholarship is forfeited 
if the candidate incurs college censuri^ or fails to secure at least 75 
per cent of the maximum marking. The $1,000 scholarships are as 



BROWN UNIVERSITY. 141 

follows, eacli, unless otlierwi.se indicated, bearing" tlie name of its 
founder : 

The eleven Nicholas Brown Scholarships. 

The four University Scholarships. 

The President's (Sears) Scholarship. 

The six Alva Woods Scholarships. 

The James H. Duncan Scholarship. 

The Isaac Davis Scholarship. 

The Arnold Whipple Scholarshii^, founded by Mrs. Arnold Whipple. 

The Ephraim Wheaton Scholarship, founded by James Wheaton. 

The Joseph Brown Scholarship, founded by Mrs. E. B. Eogers. 

The Gardner Colby Scholarship. 

The James Y. Smith Scholarship. 

The two S. S. Bradford Scholarships. 

The Frances R. Arnold Scholarship. 

The Cornelia E. Green Scholarship. 

The Crocker Scholarship, founded by Robert H. and Thomas P. 
Ives, trustee. 

The Clark Scholarship, also founded by the Messrs. Ives. 

The Albert Day Scholarship. 

The Henry P. Kent Scholarship. 

The Romeo Elton Scholarship. 

The five Annie E. Waters Scholarships. 

The L. Fairbrother Scholarship, founded by Mrs. L. Fairbrother. 

The George Lawton Scholarship. 

The John P. Crozer Scholarshii), founded by Mrs. Margaret Bucknell. 

The Horatio N. Slater Scholarship. 

The Earl P. Mason Scholarship. 

The Xewjiort Scholarship, founded by William Sanford Rogers. 

The Alexis Caswell Scholarship. 

The George K. and H. A. Pevear Scholarship. 

The Joseph C. Hartshorn Scholarship I. 

The Rogers High School Scholarship, founded by William Sanford 
Eogers. 

The James Wheaton Scholarship. 

The Charles Thurber Scholarship. 

The Pardon ^Miller Scholarship, founded by Mrs. Ann E. Miller. 

The Hezekiah S. Chase Scholarship. 

The William Bucknell Scholarship. 

The Austin Merrick Scholarship, founded by Mrs. Olive E. Merrick. 

The three (Henry) Jackson Scholarships. 

The Mumford Scholarship, founded by Mrs. Louisa D. Mumford. 

The Henry Clifford Knight Scholarship, founded by Miss Amelia S. 
Knight, in memory of her brother, a member of the class of 1875. 

The Thurston Scholarshij), founded by Hon. Benjamin F. Thurston. 

The Rufus Babcock Scholarship, founded by Mrs. Caroline Yassar 



142 IllSTOEV OF HIGHER EDUCATION IN RHODE ISLAND. 

Bal)cock Jones, in memory of her father, Kev. liufiis Babcoek, i). d., of 
thechissof 1821. 

Besides the above seliolarships tliere are others, the assijiiunent of 
which is made subject to special provisions. These are as follows: 

The Bartlett Scholarship, of $4,000, founded by Mrs. Elizabeth Slater 
r>artiett, the income to be "devoted to the sni)poi't of one or more stu- 
dents needing i)ecuniary aid and giving" i)ronuse by studious aims and 
by character and scholarship of rising to distinction and usefulness." 

The Glover Scholarships, of $5,000, founded by Henry E. Glover, "in 
memory of his father, Samuel Glover, a graduate of the college, of the 
class of 1808, and of his brother, Samuel Glover, jr., of the class of 
1830." Assignment is made upon the basis of character and attain- 
ments. 

The Scholarship of the Class of 1838, of $3,800, founded by members 
of the class oi' 1838, and also assigned ui)on the basis of (character and 
scholarship. 

The Philadelphia. Alumni Scholarship, of $1,500, founded by the 
"Bhiladelphia Alunuii Association of Brown TTniversity." 

The Joseph Charles riartshorn Scholarship II, of $2,000, founded by 
the gentleman whose name it bears. 

The George J. Sherman Scholarships I and II, of $1,000 each, founded 
by the gentleman whose name they bear. 

The Scluilarships of the Department of Agriculture. By resolutions 
of the general assembly of the State of Khode Island the national 
grant " for the benefit of agriculture and the mechanic arts " was given 
to Brown University; and the fund of $50,000 which has accrued from 
this grant is, by agreement on the part of the university, devoted to 
the education of scholars, eacli at the rate of $75 per annum, to the 
extent of the entire annual income. Appointments to these scholar- 
ships are made, on the nomination of the general assembly, by the 
governor and secretary of state, in conjunction Avith the president of 
the university. 

The "aid fund" is a fund of several thousand dollars, the income 
of which is applied, either by loan or by gift, to the assistance of deserv- 
ing young men of limited means. 

EXEMPTION FROM TAXATION. 

Aud fnrtbcrmoie, for tho greater oucotiragcmont of this seminary of learning, and 
that tho same may be amply endowed and enfranchised -with tho same privileges, 
dignities, and immunities enjoyed by tho Ameriean c(dlegcs and Euroiiean universi- 
ties, wo do grant, enact, ordain, and declare, and it is hereby granted, enacted, 
ordained, and declared, that the college estate, tho estates, persons, and families of 
the ])resideut and i)rofessors, for the lime being, lying and being within tho colony, 
with the persons of the tutors and students, during their residence at the <'olloge, 
shall be freed and exempted from all taxes, serving on juries, and menial services. 

Such M'cre the provisions of th.e charter with regard to exemption 
from taxation. During the commencement of the war period this sub- 



BROWN UNIVERSITY. 143 

ject of taxation was made a matter of discussion, but was so settled as 
to preserve (;oi(lial the relations between tlie university and the city. 
This was not, liowever, the lirst time that this subject had aroused dis- 
cussion. As early as 1772, by the town meeting, "all taxes" were con- 
strued as applying to the taxes that were due the colony, and the 
annual town tax was assessed and levied on the estates of the i)resi- 
deut and the professors. For two years this practice was followed, but 
in 1774 the assessors omitted to assess them on the ground that they 
were exempted by the charter. This provoked a newspaper discussion 
which was so animated that it was suggested a special town meeting 
be called, but wiser counsel i)revailed. The following document, found 
in the archives of tiic university, Avill show the feeling in the college 
on the subject: 

In order to givo satisfaction to the town of Providence, we wlios(5 names are 
underwritten do declare and make known tliat it is our real sentiment that the col- 
lege (!8tato "within the town (the edifice itself, j)re8idcnt's house and garden, and the 
land :ii)propriatcd to the use of a yard to the college excepted), together with the 
person and estates of the president and professors, are in law and justice bound to 
pay their equal jn-oportion of the town rates. Therefore, we do iiublicly and sol- 
emnly promise, under the freemen of the town now in town meeting assembled, that 
w^e will both in our public and private assemblies exert ourselves to the utmost of 
our abilities to cause for the future all taxes that shall be levied on the person and 
estates aforesaid by this town to be punctually paid. In witness whereof w<; have 
hereunto set our hands, in Providence, this 19th day of April, A. D. 1774. 

The discussion was revived during the period of the "late uni)leas- 
antness " and conducted with calmness on each side. Tlie i)resident, 
with an eye to the future good of the college, argued that the wealthy 
professors were the ones who Avould receive the greater advantage 
from such exemption, and not those who had but little property to be 
taxed. Then, too, in our form of government, for an institution of 
learning to flourish it must have the good will of the people. On the 
other hand, he held that the general assembly had never made any 
appropriation for the college, which had been of great benefit to the 
State, hence any interference with the chartered rights would bo 
unjust. 

In 1862, after various preliminary steps, the following act was 
passed : 

Whereas in times of public danger all persons ought to bear their share of the 
public burdens in proportion to their ability, and this general assembly have full 
confidence in the patriotism of the said president and professors and in their will- 
iugnoHS to bear their proper share of the taxation necessary for the nreservation 
of one Union and Constitution : Therefore, 

It is enacted by the general assembly as follows: .So much of the act entitled "An 
act for the establishment of a college or university within this colony," passed at the 
February session, A. D. 17G4, as exempts the estates, persons, and families of the 
president and professors of said inijtitiitiou, now known as Brown University, from 
taxation, is hereby repealed. 

In the house there was a spirited debate on tliis act, and it was voted 
to refer the matter to the committee on the judiciary, with instructions 



144 III6T0KY OF HIGHER EDUCATION IN EIIODE ISLAND. 

that the .subject be i)reseuted to the corporiition of tlic university. The 
fiual act, as below given, will indicate the next succeeding steps and 
the compromise which was adopted. 

The cori)oration referred to the fact that tlie legislature proposed to 
free from taxation property under the value of $10,000, belonging to 
the academic staff; that the institution liad been created to promote 
liberal education, and had been maintained solely by private benefac- 
tions; that the greatest good could be accomplished by maintenance 
of cordial relations between the university and the State, and that the 
action of the assembly was based on the event of the assent of the 
corporation. In accordance with these statements the following reso- 
lution was passed by the corporation : 

It is lioioby voted and doclarod by the corporutiou of 13i'owu University that, being 
antborized by the president and professors of said university, this eorporation does, 
iu behalf of the president and professors and in behalf of said corporation, consent 
to said act passed by the general assembly of the State of Rhode Island at its present 
session as aforesaid. 

This compromise effected an amicable settlement of this vexed ques- 
tion, and Avas considered by each side to be fair. It did much to remove 
any ]>rejudice which was beginning to arise on the part of the people 
against the college. 

AGRICULTURAL LANDS. 

In 1862 the college funds were increased to the extent of $50,000 
through the acceptance of the agricultural lands, as they were called. 
These were lands of which the income was to be devoted to ''Endow- 
ment, support, and maintenance of at least one college, Avhere the lead- 
ing object shall be, without excluding other scientific and classical 
studies, and including military tactics, to teach such branches of learn- 
ing as are related to agriculture and the mechanic arts, in such manner 
as the legislatures of the States may resi)ectively prescribe, in order to 
promote the liberal and practical education of the industrial classes in 
the several pursuits and ])rofessions of life.'"' 

The State legislature made the proper application, and the propor- 
tionate number, 120,000 acres (30,000 acres for each Senator and Rep- 
resentative in Congress from the State in question), fell to T\hodc Island. 
They were transferred to Brown University by the legislature, upon 
the agreement of the corporation to fulfill certain particulars, among 
which were the following: To provide a college or department in the 
university where the branches of learning relating to agriculture and 
mechanic arts could be taught. Also to educate scholars, each at the 
rate of $100 ])er annum, to the extent of the entire annual income from 
said proceeds, subject to the proviso as aforesaid ; the governor and 
secretary of state to have the right on or before commencement day of 
each year, and in conjunction with the president of the university, to 
nominate candidates for vacancies occurring in said college or dei)art- 
meut. 



BROWN UNIVERSITY, 145 

The sale of these lands l)iought into the treasury of the imiversity 
the sum of $50,0(]0. 

In the report of l*resi<lent Andrews, to the corporation for 18!H), there 
api)cars the following sentiment regardinj;' tlie agricultural»fund: 

Tlie ixttciitioii of the corporation is invited to the agricultural fund of $50,000, 
wliicli originated from tlio sale of the land scrip donated to the State of Rhode 
Ishaid by act of Congress. July 2, 1862, and to Brown University by an act of the 
l^hode Island general assembly in January, 18G3. Althougli decisions by the 
liigliest courts in the laud are to the effect that this money actually belongs to us 
and not to tlie State, yet now that Rhode Island has its own college devoted to 
agricultural studios, it socms to me both just and wise to let the State, whence wo 
derived it, receive it back. Being applied in the way of scholarships, it affords no 
sustenance to our teaching staff — the reverse, rather, since it is ours only on condi- 
tion that we maintain a course in agriculture, which would otherwise, however 
desirable, not bo strictly necessary. Much as this fund has enlarged our ability to 
aid students, we shall manage to get on without it; while the relinquishment of it 
can not but affect favorably tlie name and inllueuce of tlie University througiiout 
tliis State. Should the gift be refunded, it might be well to stipulate that all the 
wortiiy men ujioii tiie foundatiou at the time remain its beneficiaries till tht;ir grad- 
uation. 

Sucli being the opinion of the president, a committee was chosen to 
consider the question, and report to the corporation at its meeting in 
September, 1S90. 

The committee on the return of the agricultural fund reported tliat 
wliile tlie university was under certain obligations to the State, it had 
not come under any obligation to the United States by the acceptance 
of the sum, which would make it improper to return it to the State 
without the National Government's consent. The committee therefore 
thinks it will be the i)art of wisdom and good i)olicy for tlie corporation 
to make the return providing it can be made on such terms as will 
be proper and satisfactory and as will relieve the corporation from 
further duties and obligations in the matter. 

CHEMICAL LABORATORY. 

As the college had been adding to the facilities in the departments 
of the arts and sciences, a laboratory for chemistry was needed. In 
18G2 a building for such a purpose was erected, through the instru- 
mentality of Nathaniel P. Hill, who obtained subscriptions to the amount 
of $14,250. The credit of the plans without and the arrangements 
within are due to Prof. Hill. He had visited some of the best labo- 
ratories in the State and had given much attention to the department 
of science. The building was well adapted for its uses and has served 
as a model for other institutions which have been seeking one of a sim- 
ilar nature. 

PROFESSOR DUNN. 

During the latter part of this period occurred the death of Prof. 
.Dunn, M'ho, for the last sixteen years, had occupied the chair of rhetoric 
1123 R I 10 



14fi IITSTOKY OF niCHER EDUCATION IN RHODE ISLAND. 

and English literature, i'rol'. Diinaii, in a discourse wiiieli he delivered 
on Prof. Dunn, called him a Christian scholar. Too often chief impor- 
tance is attached to^gsviiat is tau<:;ht rather than to the ability and 
influence of the teacher. Such was the opinion of Prof. Dinian, who 
said of liini, 

I .am inclined to cstinuito liis success .and usefulness us an instructor, yet I am not 
sure that, after all,ono of the chief advautagos which his jjupils derived from contavt 
with liini was the inestimahle privilege of heing so long and so familiarly associated 
with such a i)olish(Ml gentleman. 

It is titting, therefore, that in the history of the university he loved so 
well particular tribute sliould be i)ai(l to him. Ue Avas graduated from 
Brown at the age of little more than IS, and secured the highest honors 
of the class. For the two years succeeding 1844 he gave instruction in 
Frei.ch at the university. Three years were devoted to study at the 
theological seniinary at Princeton, where he excelled as a Hebrew 
scholar. In 1848 he had a j)ai'ish in Camden, and from there, in 1851, 
received a call to the professorshij) of rhetoric and English literature 
at Prown. To this position he brought an ability in the languages 
and a love for his work. lie was a man of great conscientiousness; 
lieiice in making such a change from the pulpit to a professorship he 
was influenced by the most serious convictions. 

Prof. Duuu did not embrace a literary career as a mere refuge from irksome obli- 
gations. Ho relin(][uishod tho ministry with profound regret, and often looked back 
upon it with longing eyes. It was evident to all that he did not enter ni>ou his new- 
position enamored of that lettered ease, which, with too many, is tho chief recom- 
mendation of a literary life. Still loss did ho look upon it as a mere support, to be 
laid aside when .some more lucrative emj)loyment should present itself. 

The unconscious inlluence of a man like him upon the students was 
impressive, liow impressive they never knew till, without the si)ell of 
its quiet and calm, they could reflect and then feel its loss. 

Ho was not one of those su])remo natures that grasj) and hold; ho rather by his 
genial and subtle contact unconsciously insinuated into others something of his own 
reliucnumt, so that perhaps he really shaped them most wlicn they seemed least sub- 
ject to his sway. 

Perhai)s no better outline of the man, or marked characteristic of 
Prof. Dunn, could be given than in the words again of Diman: 

Disposition as well as duty made him a purely academic man. Simple in his 
habits, and with no expensive tastes save a pardonable craving for tho best editions 
of tho host authors, ho was satisfied with his moderate stipend, and no outside inter- 
ests ever chilled his zeal in his proper work. AVith this work nothing was ever 
allowed to interfere. Early and late it iilled his thoughts. It pursued him in tho 
seasons set apart for rest and relaxation, and often called him back in the boat of 
snunner, and when his colleagnes were yet oblivious of all college cares, <o direct, 
through weary days and sleepless nights, tho laborious ]nvparations for commence- 
ment. It was characteristic of the man that ho left full directions for the day which 
ho did not live to witness. 

Of books his favorite was Paeon's Essays. On Sunday he would 
read the Christian Year, and always the Collect. Thackeray had for 
him a. peciUiar charm, and when tired, he would lind amusement in the 



BROWN UNIVKKSITY. 147 

mirtli -provoking' pajjfes of Pickwick. He was a man of simple, unaf- 
fected faitli. '' He entered the kingdom of Heaven as a little cbild, aud 
tlie simple inKpiestioning faith of cliildliood he nener lost." In a man 
of scholarly attainment it is always a pleasure to note a broad outlook 
and a catholicity of view. "As his experience became richer, his sym- 
pathies l>ecame monj enlarged. The longer he lived the less he 
regarded what is outward and ac<;idental,.the more what is inward and 
essential." 

In concluding the sketch of the life of Prof. Dunn, we may ((uoto the 
eulogy i):ud to cultured schornrship so characteristic of him: 

But tbo culture of Prof. Diuiii, wlujtlier displayed in his conversation or in luH 
stylo, derived its x)e(;nliar charm from its inseparable connection with Inmsclf. It 
v,iiH not, as with so many, a mere external varnish; it permeated the wliole man. 
Tothiswasduo its delightful simplicity aud its constant growth. Because it was 
HO vital it was so assimilative. With his unusual versatility of talent he might have 
become a superficial, showy scholar; but no man was ever farther from mere disjilay 
of parts. The impression of learning that he made Avas never disproportioned to hia 
solid acquisitions. On subjects respecting which he was but moderately informed, 
he rarely ventured an opinion. When ho spoke it Avas of things that he understood 
and his judgment was almost without appeal. His easy mastery of all matters that 
he allowed himself to handle, the rapid How of his ideas, the variety and i)ertinenco 
of his illustrations, were proofs of a full mind and of a culture intrinsic and unaf- 
fected. In this respect Prof. Dunn realized a type of scliolarship but seldom wit- 
nessed in this country. lie resembled rather the fine products of the English uni ver- 
sities, those ancient seats whose centuries of traditional refinement soften the very 
air that sighs through their dreamy quadrangles. With us scholarship is valued 
in proportion as it is directly practical. It must concern itself with living interests 
to win the respect of jncn. We need a sereucr social life, a fuller emancipation from 
material interests, to make culture loved for its own sake. But if, as Matthev/ 
Arnold claims, sweetness and light compose the highest culture, this child of our 
training "would not have lacked admission to the inner circles of English academic 
life. To borrow another phrase from the scholar I have just quoted. Prof. Dunn had 
the "note of urbanity." How easily would he have mingled with the fellows of an 
Oxford college; how congenial to his nature that still air of study; how nimbly 
would his wit have played in the encounters of the common room. 

The faculty in their minutes expressed a x)i'ofound sense of the los.s 
wliich they sustained in the deprivation of his strength and usefulness, 
and paid a tribute to his fidelity, scholarship, and character. 

Eeviewing the administration of Dr. Sears, we have seen that the 
first decade extended through the financial crisis of 1857 and the civil 
war; yet there was progress. A laboratory for chemistry had been 
built by liberal citizens of Providence; a system of scholarships had 
been established; the relation between the State and the municipality 
had been made cordial by wise concessions regarding the matter of 
taxation; a debt of $25,000 had been met and additions had b(!en made 
to the college funds. The nev/ system had been modilied, so that the 
three years' course for the degree of bachelor of arts had been aban- 
doned, and the degree was now bestowed at the end of a four years' 
course. The increased opportunities for a XJractical education were 
still aflorded. 



148 lIlSTOliV OV llU'AlVAi K1)IT(\\TI()N IN KUODK TSr.AND. 
lMM;sii)i'-N'r (UswMLL, 1S(;S-187L\ 

Dr. /VI«^\is (/iiswcU HuccctMUul \)v. Sojirs, mIio liad been appoinlod 
sii^'cmIoCIImi board of trustccsof the I'cjibody I'jdiU'.alionnl ImukI. lie was 
elected to tlie |>resi(leiiey in 1^'ebrnary, 1H(58, and in llie same inoiitli 
awsuiiK^d tlic (hitios of the ollice. The years of his iu'esideney weie 
ehiiracterizod by no s[)eeial addition to llie e<inipnioiit, but wore rich in 
th(s ])eisoiiality Nviiieh Dr. (^iswell broui;Iit to llie spiritual and intel- 
lectual i)rosp(>ii(y of t lui eollei;*^ lie had been ]on<:f idenlitied with the 
eollej»'e Ix-lbre ll(^ was ealh'd to tJM^ ])osition of president, .'ind had been 
associated witii Wayland, w lio luid a('conii)lishe<l so inncli for ilie cause 
of hij^her educalion, so that Dr. ('asweli was thoroughly conversant 
with the personnel of 1 h<^ colIej;'e. 

Dr. (laswell was born of pai'cnts of Puritan stock, and from them 
iidierit<'d tln^ stcrliuj;- tiualities of that- nwi^; but theses traits were soft- 
owvd by his <;(MiiaI and sunny <lisposition. lie was oiu^ to attract and 
hohl men by the cliarm of his manner. ISomc of hislil'e Ion,i;iViendsltips 
were made while a. stiulent by the powyr which he seemed to p<)SsesH 
of drawiu}^ to him thos(^ whet weic eonii;enial. 

His youthful (raining" was such as to devt^lo|) a. character of stni'dy 
and manly imlepend(Mle(^. His lather was a New l*injiland farnuM-. He 
was k(^pt at school during;' tiu^ wint(M', and in the winter evcnin.ns, when 
the chiidreii would j^atlu^r about tiui lir(\ the father would (juiz them 
on what they were learniui;' at school and would also set thoni problems 
in maihemalics. 

Hy su;'h methods his iiil(>ll(>c(ual pro<;ress was stinuilated, an<I his 
n-nd)itiou was ai<nised lor mori^ a»l\anced study. 

He was oblij^ed to walk a. (Iistauc<i of 5 miles each day to and from 
school, and llu>re is no doubt but that this intercourse with the various 
])hases of nature in his daily walks arousiMJ in him that int(n'est Avhicli 
he at'ti'rwards developed in th(^ sciences. 

He was pi'cpared for c.oliei.ue at Taunton and entered the uni\ersity 
in 18IS. He jiradnated with the highest honors of the class. At col- 
lege he had the reijutatiou of being on(^ of the best athletes, and was 
ronuMidx'red for his social (pnililies. Ibit while very fond of all inter- 
course with his fellows ll(^did not allow such fondness to interfere^ with 
the purpose for which he had com(^ to coIU^g(>, nor did his jxipidarity 
over bring any taridsh upon his good nanu>. 

It was his d(>ltMiuinalion to study for tlu^ ministry, but he acc(>i>ted 
an appointment to a- tut(Mshi[) in the ('Olumbiau ( -ollcge, NN'ashington, 
D. 0. Mi" WiMit thci'c ill ISl*;>, and received th(^ appointment of i>ro- 
fessoi- in ISiIo, so a('ceptal)ly did he fullill the duties (tf his position. 
He held the professorship of ancient languages. In 18-7, having 
resigned this professorship, he returned to New JOngland; but in tlie 
fall, in eomi)any w'ilh Trof. Cha.ce lu^ went to Halifax to assist iii 
the formation of a Baptist church. As a- result of this trij) he was 
ordained pastor of the church which had just been formed. His miii- 



BROWN UNIVEHSITY. 14'J 

istry here coiitiimed from nioiitli to iiioiilli; but in 1.SL5.S ho liiul ;i eiill 
to the i'Mrst P.aptist Cliureh in Providences Very soon after lie returned 
to l*rovid(}nce he was offercMl tlio jtrofessoisliip of nnitlieniatics and 
natural philosopliy in Brown [Jiiiver,sity. This olfer lie accepted, llo 
was a member of tlie academic staff of the college till 180.'5, when ho 
resigned tlie position. In 1850 th<5 chair which he hehl was chanj^^<!d to 
tluit (jf nnithennxtics and astronomy, ami it was to this latter bran<;h of 
th(i sciences that he seemed to find hiirjself most strongly drawn. Not 
only <lid 1h^ conduct the instruction in these branches at tlie univc^rsity, 
l)ut he delivcncd a, course of lectures in asti'onomy at the Smithsonian 
Institution. His rank as a scientist made him a member of tlie Anuir- 
ican Acachimyof Arts and Sciences, and on tin', establishment of the 
National Academy of Sciences by (Jongrciss in ISO.'}, h(5 was selected by 
the Government as one of the ."jO men of sciences in the United States 
to be the cor])orators. 

TIIK MAN AND 'J'KA(;iIEU. 

Prof. Caswell Avas an <!arn(;st and laboiious sear(;li(;r for truth, ami in the 
honors that were i)aid him as a scientist may be seen the a])preciation 
of his success. The following reminiscence which was presented in the 
<;omniemorative discourse A^ill sketch a ])i<;tur(! ol' him as a teacher and 
as a man : 

Vvoi'. ('as\v(!ll'n power of coiiimiiiiiciiMiii^ knowledge an :i tcsichav \v;ih iio(, tiilly 
(Mjiiul to liiH fjiculty of acquiring it hh m HtiKhiiifc and a Hcholar. lie made llio iniproH- 
HJoii upon liJH claKHos aa being a ]»rofen8orin liis HCiionces, able and learned, and 
imparting liiH aliundant and well-ordered knowledge with ready Hpeeeli and ample 
illnsfratioii ; bnt he did not ho inueli excel uh a tf.ifAwr in Htiuiiilatiug the niindiH of 
his piipilnand iuinolding their intellectual character. If niy revc^red iiiHtrnctor w<;ro 
liHt<Miing to 1110 now — and I confcHS I liav(i all the while the thought that, though 
inviHiblc, he is yet one of my hearers — I think he would not chido jno for saying 
that ho did not always hold us to so strict an account for the vigorous action of our 
minds upon our tasks; and that soinotimes, in his own thorough interest in his sub- 
jects, he would bo drawn away by a certain class of questions into excursions of 
ronuirk somewhat remote from the educating province of tho hour; but certainly 
we slioulil all say that these excursions were always interesting and useful, though 
perlia])8 most enjoyed by inen in th*} class who were least aml)itioiis of opportunities 
to recite. Hut how r(!ady he always was Avith a))ilityand resources to meet tho real 
wants of pu])ils who wore willing and resolved to learn; and how patient and con- 
siderate; with those whom nature had not blessed with matluimatical endownusnts. 
And 1 think that he showed his good sense as Avell as his kindness in treating with 
indulgence such men in the class as had to study the inatlir;matics, even in sj)i(,e of 
uiitnro and tlieir stars. 

Thos<! ingenious devices and inventions in tho classroom, which, among students, 
belonged to the "idojs of tludr tribe," never seemed to disturb Prof. Caswell, 
]|(! saw and knew them, and often when their authors were least aware of it, but ho 
did iu)t always visit them with animadversion; as Tacitus says of Agricola, omnia 
8(dre, von omnia exHequi; often ho <Usj)osed of them with a judicious pleasantry, which 
was generally (juito efficient; but in more serious cases, the look of that btiulgnant 
eyo and troubled face, resting upon the offender, was a severer censure than tho 
gravest lecture from a man of more austere nature. He could rebuki;, however, if 



150 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

nood bo, and tliat with severity, too, ])nt it was a. rebuke that came from the lieart; 
yon felt that it was made in the interest of truth ; it stirred n > hard feelmj:;, and left 
uo stinging roniotubrance, as when one is pierced by an arrow of censure wliirli Ins 
been tipped with satire; in short, it was a morarrebuke, and wronglit its wlioh'so id 
moral effect. Indeed, in the class room and in all the interior discipline of college, 
a large part of which devolved upon him, a chief source of his success was in his lint' 
personal character. You never felt as a student that ho hold only official relatioiis 
to you; ho never met yon with professional statelinoss or reserve; the man in him 
was far more and better than the mere professor, the man of large heart, of generous 
synii)athies and warm affections; as yon came into bis lectui'o room or study, you 
felt that you were in tho air of a genial humanity, in a friendly, hnmane ])r('Si-nce. 
that inspired your confidence and awakened your love. An nnsi)eakable blessing it 
is for a young man in his college days to have such a teacher over moving before liiui 
and near him, and insensibly instilling into bis developing nature and life the fine 
virtues of a true character ; whoso Avords of counsel and warning, of admonition and 
enconragoment, aro not drawn out from a sense of official duty, but How forth 
spontaneously from a living fountain of goodness and kindness of heart. I can recall 
an instance of his personal inllnence; how ho quite won tho heart of a student, who, 
in his first college term was summoned homo by tho tidings of his father's siuhU'u 
illness, and reached the door where ho had gone out only two months before witli 
that father's blessing upon his head, now onlj"^ to join tho procession that was bear- 
ing him to tho grave. When that youth camo back to college, tho lirst great grief 
of his life heavy on his heart. Prof. Caswell camo directly to see him at his room, 
which was next to his own, and spoke to him in those low tones of his such com- 
forting words tho fatherless boy felt rising in him tho hope that he had a teacher 
near by him who might bo his paternal friend; and such I have reason to know 
he was and has been through a long series of siibse(inent years; and in turn there 
has been cherished for him in a gratol'nl heart, a reverent filial love. 

PROFESSIONAL SERVICES. 

It is ever true that men of liberal education are interested in more 
than merely concerns their round of professional duties. They touch 
men at numy points, and tliey honor the college by using the culture 
and knowledge there obtained for their fello>v men Avho are outside 
the academic walls. Quoting again from the commemorative dis- 
course : 

But Dr. Caswell was more than an academic man; within no secliiKion of learned 
study conld such a nature and character as his have been content to dwell, llewas 
born for companionship with his kind; he loved tho light and air of tho world of 
human life, and his sympathies ran forth and touched it with living contact on 
every side, lie belonged to this community uo less than to tho university; and he 
watched and followed, as with a personal concern, its fortunes and afi'airs. There 
is hardly an institution among us, established for the promotion of general intelli- 
gence, or for tho relief of suffering and Avaut, or for tho moral and religious eleva- 
tion of the people, in -which ho has not borne a loading part, cither in its origin or 
in its after histoiy. Ho was one of the pioneers, in counsel and labor, in tho estab- 
lishment of our system of jjublic instruction, and was, for many^years, ;j member of the 
school conimittce. Ho was one of the earliest friends of tho Providence Atheuienm, 
anrt for eight years was^iio of the board of directors, and for eight years more was 
vice-president of Iho institution. Ho was one of the original trustees of the Rhode 
Island Ilosiiital, and a member of the building committee. 

It was under his auspices that the present Alumni Association was fornuMl ; and 
ho was uuauimously elected as its lirst president. As president of the college, ho 



BliOWN UNIVERSITY. 151 

proved himself to be fitted to admiuister its :iri';iir8; iu a comcwliat peculiar crisis of 
ita liistory, to unite more closely its friends, and to set it forward in a now career 
of prosperity. Under his presidency, its resources were enlarged and new depart- 
ments of study wore organized and i)rovided with the means of instruction. The 
Museum of Natural History, which is hecoming a valuable interest of the universitj'^, 
owes its origin and establishment to his well-ordered jdans and efforts. He admiu- 
istci'ed tlie pr(\sid(!nlial office in a spirit of manly iiidejiendence, and stood firmly, at 
wliatcver cost of jiersoiial convenience and personal interest, to the responsibilities 
wliich devolved ui)on him. To dwell upon the manner in which he conducted the 
discij)line of the college would only be to illustrate, from a higher point of view, 
what I have already said of his career as a professor. 

Ill 18G3 be resigned liis professorship, but iu 18G8 he was called 
again to the academic circle as its chief, the presidency being vacant 
on account of the resignation of Dr. Sears. As he had been connected 
with the faculty for nearly thirty-six years, and had sustained very 
intimate relations with the two preceding presidents, Wayland and 
Sears, he was admirably fitted to direct the college. 

Said one of the faculty : 

To dwell upon the manner in which he conducted the discipline of the college 
would only be to illustrate, froui a higher point of view, what I have already said of 
his career as a professor. In his intercouise with the students, he so temiiered his 
official dignity with the courtesy and kindness of a friend, silently drawing all into 
a reciprocal relation of Christian gentlemen, that he was universally esteemed and 
loved. 

CLOSING DAYS. 

Caswell acted as president till 1872. His resignation took effect in 
June, at the close of the academic year. Like many others of the fac- 
ulty and chiefs who withdrew when still vigorous, he too did not forget 
the college, and was summoned to take part in its councils. The words 
of Prof. Lincoln, recounting Caswell's labors at this time, may be here 
rc})eated : 

After his resignation of the presidency of the university. Dr. Caswell was granted 
some remaining years of life, which, while relieved from the pressure of daily official 
cares, yet went on to the last in an uninterrupted discharge of various duties. lie had 
reached old age, but it was a ripe and vigorous one; it was quite what Tacitus calls 
criida ac viridis senecius; ratlier, I may say, it quite corresponded to Cicero's i>icturo 
of old ago, in that charming dialogue which our friend loved to read. It brought 
no iufiniuitivesof l)ody ormind; itAvithdrew from no active pursuits; it gave exalted 
pleasures and occupations; it imparted new dignity to the countenance and more 
weight to the character; and, while ifc was not far from the earthly end, it opened all 
the nearer visions of better life to come. At the meeting of the corporation, in 
which he retired from the presidency, he was chosen a member of the board of 
trustees, and, in 1875, a member of the board of fellows ; so that it was his fortune to 
lend his active cooperation to a third college administration. And we have heard, 
in this place, the grateful acknowledgment of his successor, that ho was his most 
cordial supporter, his trusted friend, and his confidential adviser. 

Dr. Caswell died in the early part of 1877, and the university 
mourned for him as one of her loyal sons. No more fitting close to 
the sketch of his administration can be made than in the classic 



ITi'J HISTOUV OF MIGIlIOIt EDUCATION IN RHODE ISLAND. 

Words of ri«»r. Iviiicolii, iit (lie coiicliisioii o\' liis coiiiiiKMiKnaliv*^ 
<lisc<)iirsf: 

It i,s i;(>u(l iiMil t'linolilin;.'; to boliold oui- tlo))iii'l()<l tViciul in Miostt lu^iiAiMiIy H('('n(^s 
wliilhcir 1h) Ii.-ih v;""'V l/ll<'l■(^ rciinilcd t()r(<v<'r to t ho nsNciciiit-cs and pjirtiicrs Jiliko in 
(linrt'li iind l•(>Il(^;^(^ ofliiw f;lori()UH ojirtlily IoIIh. II' tlio lidnnm orator, unblcKst'd by 
i<M (dation, ((Mild lirciiU (orlli intlM^xnlt:lIlt Joy at tlui pi'oHjtcct of <l<'part.iti;i; t.o tlu^ 
di^ill(^ council ol' homIs, mindy, with th(* viHion Ho )da<!o.s in our lioarts, in whom life 
(iikI iiiniiorldlilii liitrr Ixiii hrdinjlil lo li(j lit, wc may hoo IUh rodooniod ones nnitod in liinii 
;ind holy conv(^^so in tho lioavoiily worhl, btdioldinjj; t()<;othor His jiiory and oujoyinj; 
tlio fnll ('(dicilicH oC His »^\crlasl iuff kin}j;(h)ni. 'I'o tliat hlcsr kinj^'doni and its awcol. 
Hoci(di('s, into wliich cntraiicc has hcon niinistorod to liini, the hoai't of ont^ of his 
]>ii|)ils, who owes him nu)r(< tiiaii any words of his ow n can oxpn^ss, would fain j^o 
aflcr iiini now in lllial saintalion, whihwt ('h(^^ish('s th(^ w isli Unit his l)(>n(«diction 
minlilr r('st upon tills 8orvic(^, wlii(di, all iln|>(^^lccl as il. is, has ^ct Ixh'II d(»n(* in sm- 
corost honor of hisxloar nioinorN : 

" Sal\'(', caro p.ircns, alti iinnc a'thcns hicrt^s, 

i'/t fl'U(^^o a-toniis, (|na^ tibi ])arta, bonis! 
l)isl•ipnli(|lu^ Ini V(>(H>ni «u>^;nosco snprcniani, 

C^>n;t' V(dnit nicniorcs (iniiics cssi* tiii." 

riMOSIDlON'l' IvOlUNSON, ISTli-lSS!). 

Ill Jiinuiiry, 1S7L*, tlu> s|)«u'i;il biisiiii^ss of (lie corporntion AViis tlio 
«>I(><'li(»ii oCii. i)rosi(UMit lor liic iiiiiv<Msily. 'V\\o ('oiiiiiiitttM^ r<'('.oiiiiiioii(lt><l 
llic iciiiu^ ol' Dr. Vj. (J. liobiiison, wiio \v;is (hen president of tlio Koeli- 
csUm" 'riH'olo^ieal SeiniiKiry. lie w ;is i;iiidiia(ed IVoiii r.rown in the 
eliiss of 1S;>S. Dr. Ivobiiison had been ciiii'a^cd in pasloral and cdiica- 
tioiial w(»rk and had been successful in eacli. In addition to tiie pres- 
i<leiiey, he lield the elniir of iiitell(M't iial and moral jihilosophy. It was 
acanse for eonj^ratnlation that Dr. Ivobiiison had received ids academic 
(rainiii,u uiubT Dr. W'aylaiid, and il was hopiMl that the methods so suc- 
('(^ssl'nlly b(\ynn by him wonld be e(»ntiniied by his successor. 

Dr. Kobinson fullilled all the traditions lor <lu^ (lualilicat ions of the 
])resideney of lirowii. Ileeamofrom an institution with which he had 
been identilied since its oryaui/ation, so that he was a man of expcri- 
eIle(^ as well as of scholarship. 

His purpose u\ay be seen from the speech which li(> made (o llio 
alumui at the conmieiiceinent of 1S7L*: 

Gknti.kmkn and Buktiikkn ok TIIK Aicmm: I hardly know why I am h(>r(^; 
but 1 liavo <'oni(> {j^ladly and with all my heart. 1 luivo oonn^ for oarnost work. Onr 
doar old mother has said, "('oni(> homo," and I have como. I have come to i)rov«< 
m>s»<lf a loyal son of d(<ur old Hrow u. I lia,v»v como with a rovcrtMico for t.ho asso- 
ciations whiidi jjathiM' aboi't this institution. I i)roposo to work in th«> samo lino in 
whiidi my prod<>i'«>ssors havo worked; but I am not fori>otl'nl of tho fact that }yrc;it 
]»ro^ros8 has bt'on made and is rapidly makinj?. A coUoj^o of this day caii not aH'ord 
to utaiid whoro a. rolh\!j;o stood twonty-fivo years ajyo. Tho tinuvs not only have 
chan<j;ed, but thoy arc chan<^infj more rapidly than wo are aware, till we stoj) and 
look back. T have come from toachinj^ what is understood to bo one of the dryest 
and most nniut<>restin<'' of stiidicH. 1 have been a teacher (d" tlioolouy. I do not 
propo.so to briny what beh)iig8 to a tbeologioal isominary to a college. Cidlcgo 



BROWN UNIVERSITY. 153 

methods .iro passing throngli a vr-ry rapid transition. There is no help for it. 
Pliysical Hcienee mnst ho recofjnized in all its varied departments. It i.s inipoHsilile 
that lirown University should stand still and not open every eonceivahle aveune to 
its students in natural history and every department of natural seience. There is 
at this time no siucessfnl work in teaehing tliac does not recognize physical science 
at every step. We must do it here. And in so saying, wo are not going, I trust, to 
lose sight ol" linguistic pi.rsuits, and I for one, do not propose to lose sight of the 
studies of mental and moral jthilosophy. I'liysical science, to-day, is mixed nj) in 
all its various d(j)artments, with metaphysical and moral science, and it is imjiossi- 
hje that we shoiihl separate them. 'I'hey constitute parts of the grand curriciiluin. 
And, after all, T am satisded that education which does not round out a iimii intel- 
lectually and morally is an education whicii, for tliis ago is inef'feetual. 

Sr.ATKIt irALF>. 

ill 1870 an addition was made to the c(dle^(; buiiding.s by tlie erection 
of Slater Hall, ko named in honor of the giver, Mr. Horatio N. Slater. 
Tliis hall i.s situatiid between liliode Island and University halls, and 
is used for a dormitory. J><;inj:.j the newest of the three dormitories it 
was fiirnislK.'d with all tin; modern applianees. Nearly all the rooms 
are in suites of three. The growth of the (;oll<'ge had necessitated such 
a l)uilding, so that its gift by Mr. Slater was v<.'ry timely. 

The gift was of additional interest because made by a citiz(;n of the 
State, a fa(;t indicating that the citizens of the Stale delight to honor 
and advance her univiasity. 

SAYLES MEMORIAL JfALL. 

The (hivotion and self-sacrifice of the founders of an institution are 
entitled to their full share of i)rai8e, and justly. Conscious that they 
will be unable, in all i)roT)ability, to see the results of their lal>or, they 
must work for futur(; generations to aj)preciate and build ui)on the 
foundations which they have laid. 

VV'iien, therefore, the future years have demonstrated how well the 
foundation was laid and how Avise was the early policy of the college, 
it is gratifying to record that the present generation recognizes its alle- 
giance to the wisdom of the past and delights to assist in the growth 
of the institution. 

(iifts of buildings and the endowments of j)i()fe.ssorshii>s indicate a 
fien.se of gratitude to the alma mater and a recognition tiiat the insti- 
tution is worthy of honor, 

Sayles Memoiial Hall was the third building received by the uni- 
versity during this administration. The building was a memorial by the 
father, Mr. William F. Sayles, to the memory of his son, who would 
have graduiitiMJ in 1878 had his life been spannl. The letter contain- 
ing the prop(jsed gift was read on tlie contmencemeut day of 1878: 

I have selected this commencement, when my dear son, if living, would have gradu- 
ated, for the expression of what J hope will he regarded with favor, in order that 
wIkii his classmates are conferring credit on their alma ntalcr liis brief life may also 
not be without a benelicial influence on tlie institution he loved so well. 



154 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

The Memorial Hall was begun in 1879 and dedicated Jnne 4, 1881. 
Itis on the middle campus between Wilson Hall and the chemical labora- 
tory. The archite(;turo is Romanesque, an<l the buildiuo- is cruciform. 
The exterior is ornate and tlie inscription in front, Filio Pater Posnit 
MBCCCLXXX, indicates the occasion of the structure. In the vesti- 
bule is a bronze tablet to the son, William Clark Sayles. 

The building is of three stories; in the front part are the recitation 
rooms, eight in number. The rear contains the hall in which are held, 
the academic exercises. The need for such a building had been impres- 
sive, and the gift was most timely. 

At the dedication, June 4, 1881, the address in behalf of the building 
committee and Mr. Sayles was made by Prof. Lincoln. After a descrip- 
tion of the inception of the building, Prof. Lincoln said : 

Thia building, -wliicli, in its appointments and nses and its surroundings I have 
now Lricily described, avo gratefully recognize to-day as tbo generous gift of a new 
bcncfiirctor of the college; placed, too, at once by this gift in tbe roll of its most 
liberal benefactors. Like others, long known and venerated, who have gone before 
him in tbo good work of endowing this university, our new benefactor is a Rhode 
Island num by birth and residence and lifelong occupations, who, by the employ- 
ment of his talents and skill and enterprise in those industrial pursuits in which 
Rhode Island has a kind of hereditary distinction, has acquired for himself an hon- 
ored nniiio and conferred additional honor ujion his native State. Not himself a 
griulr.ato of the college, but occupied from his early years in the exigent cares and 
labors of business life, ho has generously come to its aid from his " appreciation," 
as ho has told us in bis letter to the corporation, " of tbe higher education whicli it 
affords," and has bestowed upon it this gift for the increase of its efficiency and use- 
fulness in carrying forward this education. In no spirit of adulation, but of sin- 
cercit !.',ratitude, may wo all unite, as wo are assembled here as members of the 
university and as citizens of Providence, in rendering our tribute of honor to Wil- 
liam Francis Sayles for what he has done by the rearing of this building for the 
cause of science, and letters, and education in this college and in this community. 

President Robinson accepted the gift of the building on the part of 
the corporation. In the conchiding address Prof. Gammell noticed 
the growth of the college and of the interest it was holding in the 
community. 

I'siieak to-day in the presence of tlie governor of tbe State, and that fact alone would 
remind me of the relations which have always existed between the university and the 
people of Rhode Island. It was a great enterprise when certain citizens of Rhode 
IslanH in 1763 and 1764, the year before the stamp act threatened the struggles of the 
co]o::ic3 with the mother countrj^, determined to ask a charter for a college or uni- 
versity of liberal education. There was no project of the time that could have had 
smaller promise of important results. The charter was granted, but it lay wholly 
unused for some two years. The college was at length begun in the town of War- 
ren, and was established hero in 1770 by the erection of University Hall, which was 
paid for by the contributions of the people of Rhode Lsland, very largely by the peojjlo 
of the county of Providence. That, may it please your excellency, is a fact in our 
history which I delight to mention in your presence. That University Hall and 
those narrow grounds renuiined scarcely changed for about fifty years, when Hope 
College in 1821 was built by that distinguished and most iihilanthropic citizen of 
Rhode Island, Mr. Ni( holas Prowu, at his own expense, and given to the college. In 
]83.'> Tilaiining Hall was also built by the same gentleuuin and ])resonted to the corpo- 
ration. In 1839 a subscription was begun for the building of Rhode Island Hall, for 



BROWN UNIVERSITY. 155 

tlio Iniilding of a new mansion for the president, and for iraprovin<j iha college 
grounds. That subscription was commenced and nearly half ma.ac up by tbo con- 
tribution of the same gentleman, Nicholas Brown. It was completed by the contri- 
butions of the men and women of Rhode Island of that time. Some years afterwards 
the Chemical Hall was erected also by the contributions of people of Rhode Island— 
I may say almost entirely by people of Providence, and very largely by those who 
resided in the immediate neighborhood of the university. Then cnmo yonder match- 
less Library Hall, the gift of Mr. John Qarter Brown, as provided in his will and 
completed by Mrs. Brown, to whom the college owes a debt of gratitude for a bene- 
faction which was prompted by a sentiment such as belongs to this which we to-day 
receive. It was the continuation of a work in memory of her husband. After this 
came the building of Slater Hall, the gift also of a Rhode Island man, Mr. Horatio 
N. Slater; for, though he lives just at present in Massachusetts, Ave shall never cease 
to call him a Rhode Island man any more than we shall allow his family name to be 
blotted from Rhode Island history. 

And now we have this hall, our latest and crowning benefaction, by another citi- 
zen of Rhode Island, completing the list of eight halls that have been erected by 
people who belong to this State. Nor is this all. Our leading foundations for pro- 
fessorships, in like manner, all were given by citize.is of Rhode Island. The first 
was given by Mr. Nicholas Brown, long ago, as the basis of a professorship of ora- 
tory and belles-lettres ; another given by Mr. Rowland G. Hazard, as the foundation 
of the Hazard professorship of physics; another, given by Mr. V\'illiam S. Rogers, a 
eon of Rhode Island, as the foundation of the Newport-Rogers professorship of chem- 
istry ; another by the Rev. Dr. Elton, long a professor here, and a citizen of Rhode 
Isl.indto the end of his life, as the foundation of a professorship as yet not com- 
pleted, of natural theology; another of a lectureship on the fine arts, by Mr. Mar- 
shall Woods, and last of all the Olney professorship of natural history, which has 
just been received by the college. All these halls and these iirofessorships, one and 
all, constituting the greatest benefactions which the university has ever received, 
have come from citizens of the State of Rhode Island. I do not by any means mean 
to forget, or to show the slightest indifference to the gifts which have come to us 
from beyond the limits of our little territory; but it is to the credit of the State 
and to the credit of her citizens that so much has been done by those who have lived 
just around the college. And I may add that the State itself, by its legislature, has 
appropriated the funds which were received from the United States for the use of 
the college, in the agricultural department. That, too, Mr. President, is to the credit- 
very highly to the credit of the State. 

This Memorial Hall will now stand with the others, the glory of the college, and 
also the honor of the State — and I like to link the two together, for I can not think 
that they are separable. AVhat adds to one, adds to the other; and what takes from 
one, takes from the other. If the State loses its high character it ceases to be so 
attractive a jilace for the education of the young. If the college is not able to fulfill 
its destiny the State is less worthy and less desirable as a place of residence or a 
home of learning. I am not indifferent in any way to, the beautiful spots which our 
State presents, whether upon inland streams or by the shores of the sounding sea; 
I am not indifferent to the great works which genius and capital, combining with 
industry, have spread over all our territory, and made it such a hive of labor, and 
given it such a renown for the beautiful products which it sends over the world. 
Still less am I indifferent to our benevolent institutions — to our noble hospitaLs, to 
our homes for neglected infancy and for wearied and exhausted old age — but I know 
not where on the soil of this State the people have more cause for congratulation 
and pride than in these few acres of college grounds given by her own citizens, and 
covered with halls erected by their munificence, and dedicated to that science which 
is shaping the civilization of mankind; to that literature and those studies so fitted 
for the nurnire of the young, so fitted to adorn human character and to dignify 



150 HISTORY OF Ilia HER EDUCATION IN RHODE ISLAND. 

hiuiKUi life, ami in every wrij'' wo Wijrthyof the civilization of \\bich avc boast. I..: 
it has bo(!u in tho ])a8t, so lot it bo in tbo future. Let it still bo true that tlio jieoplc 
of Rbodo Island shall bo tho groat and leading Knpport<'rs of tho collogo; lot it c-vor 
bo trno, also, Mr. Prosidont, that tho collogo shall l)o true and faithful, loyal and 
devoted to tho interests and the fame of Rhode Island. 

THE LimiARV. 

The new library buildiii,!^ was the fiist of a series of three erected 
during the presidency of ])r. ]tobiiison. Tlie second was Slater Hall 
and the third iSayles JMeniorial JIall. Tlio library building was the 
gift of Joliu Carter IJrown. The private library which bears his uauie 
is one of the most valuable for its collection of Americana, and the 
owner Avas always glad to open it to scholars. 

There are certain names that are prominent in t lie life of a community 
or an institution. But still more worthy of note is the luct that a 
family from generation to generation identihcs itself with the highest 
wtilfare of an institution. The changed name of the university to 
Brown University attests the grateful recognition of its indebtedness 
to tlie family in whose honor it has received its name. 

John (-arter Brown was the son of Nicholas ]>rown, who had done 
so much for the college. Ho had given books, money, buildings, and 
his personal interest. lie had ftmnded the i)ermanent library fund. He 
had given JVIanning Hall. It was the great uncle of John Carter 
Brown, who was for twenty-two years the treasurer. of the college, and 
who was the first to present to the library an imi)ortant gift of books. 
His grandfather Avas one of the mend»eis of the corporation in 17G4. It 
will thus be seen how closely allied to the interests of the university 
was this family. With such an example from his ancestors, to which 
was united a love of letters on his own part, John Carter Brown pre- 
sentetl rare and costly books to tlie library of the university. Partic- 
ularly valuable were the collections of Italian, French, and Germau 
books. 

As hiis ])een stated in the description of the library proper, its home 
in JMaiming Ilnll Avas unsuitable, because the building was not tire- 
proof, and the arr;iiigements of the room Avere inadequate and incon- 
venient. 

February 8, 18(50, Mv. Brown subscribed conditionally $25,000 for 
the university. Of this $15,000 Avas to be used towards the erection 
of a fireproof building for the library. Previously he had bought the 
lot Avhere the building Avas erected. In 1809 the conditions of his 
bequest of 1800 had been fulfilled, so that the library fund was now 
begun. Before the death of Mr. Brown, in 1874, he gave the lot and 
made provision in his Avill for the addition of $50,000 to the sum pre- 
viously gi\'en by him. 

Tlie corporation at once took steps towards the erection of the build- 
ing. Messrs. Alexis Caswell, IloAvland Hazard, and J. C. Hartshorn 
were elected to serve as the library building committee. On the 



BROAVN UNIVERSITY. 157 

death of Dr. Caswell, President Eobinson was chosen to fill the 
vacancy. The personnel of this committee was a pledge that the work 
intrusted to it would be accomplished vso as to insure the most satis- 
factory results. Work was begun on the building in 1875 and the 
edifice was completed in 1877. The architecture is Venetian-Gothic. 
The situation on a corner lot, opposite the campus, makes an imposing 
site and affords an admirable setting for this treasure house. The 
interior of the building has been described in connection with the 
working of the library. When dedicated the library contained nearly 
50,000 volumes, now placed in a building in which the only wood con- 
struction is that of the shelves. Four inscriptions were placed on the 
walls, commemorating the benefactions of the donor of the building, 
the change of the name of the college, the erection of the building 
under the care of the corporation, and an extract from the Vulgate. 

The inscriptions are placed iu the north, west, east, and south panels, 
respectively : 

Johannes Carter Brown 

Natus a. D. MDCCXCVII 

ViVUS HUJUS BlBLIOTHEC^ FaUTOR 

MoRiExs Adhuc Memor 

HuNC Locum 

Pecuniamquf. Huic Aedificio Struendo 

Testamento Legavit. 

Obiit a. D. MDCCCLXXIV. 



Collegium Insul,^ Ehodiensis 

a. D. MDCCLXIV Conditum 

Propter Liberalitatem Nicolai Brown 

Ab Ejus Nomine AppelatuxM Est 

Universitas Brunensis 

A. D. MDCCCIV. 



Hoc Aedificium 

ViRi Ex Collegio Academico Delecti 

Faciendum Curaverunt. 

A. D. MDCCCLXXV Inceptim 

A. D. MDCCCLXXVII Finitum Est. 



Melior Est Enim Fructus Meus Auro 

Et Lapide Pretioso 

Et Gemina Mea Argento Eleoto. 

Beatus Homo Qui Audit Me 

Et Qui Vigilat Ad Fores Meas Quotidie 

Et Observat Ad Postes Ostii Mei. 

Prov. VIII.— 19, 34. 



158 HISTOllY OF HIGHER EDUCATION IN RHODE ISLAND. 

The total Viiliie of the buikling is $120,000. Alterations and unfore- 
seen exi^enses had brought the cost of the building above the amount 
voted by the corporation. This additional expense "was provided for 
by Mrs. Sophia Augusta Brown, who desired this amount to be added 
to the sum which her husband had given. 

The present facilities secure accommodation for 100,000 volumes, and 
by a few changes room can be gained for an additional 50,000. The 
final act of the building committee was placing in the library a bii^t 
of th(i donor. Tliis was also the gift of Mrs. Brown. 

President Kobinson said in accepting the keys: 

This library stands here an enduring, a most worthy, nionnnicnt to the munificence 
of its donor. It was fitting that he, Aviio more than all others had enriched the 
library of Brown University, should close the long series of his generous deeds by 
providing the. means for a structure that should be at once a sale repository and a 
perpetual numiorial. 

Great libraries, it is trne, be they ever so largo, ever so select, do not niM-essarily 
make either great or good universities. A university is made great, not by its library, 
not by the number of its students, not by the multiplicity of its departments of 
instruction, but by the character of its instructors and the quality of their work; 
and the highest stylo of work can never be produced except the instructors shall 
themselves be instructed by the productions of the best intellects that have lived. 
A great library is an indispensable adjunct to a great and good university. Such a 
library and a building suited to the best uses of it are now in the possession of Brown 
University. When centuries shall have passed, and we, now so full of animation, 
have passed away and been forgotten, youthful and aspiring minds will come beneath 
this roof eager in the pursuit of knoAvledge; they will gazo upon the features of 
that bust; they will read the inscription upon the uplifted walls of this dome; they 
will catch the inspinition of great thoughts and worthy deeds. The still air of 
dclightl'ul studies that will ever brood amid these alcoves will breed in their youth- 
ful minds lofty aspirations; and catching the inspirations tliat will come to them from 
these crowded shelves they will iu)t be unmindful of their predecessors, and they 
will give thanks to God for the inestimable treasures that Avill here be stored lor 
their use. Great will bo their heritage, and great, we trust, will be in the future the 
results growing out of the erection of this building and the filling it with the best 
productions of the best minds of onr race. 

Honoring, then, the memory of him who has given this beautiful and majestic 
building, and thankful to the fast friends who have enriched or now are enriching 
the library whicli is here to be stored, let us still bear up and steer right onward. 

PKOFESSOli DIMAN. 

In the early part of the year 1881 the college was called to monru the 
death of one of the faculty, endeared to all Avho knew him — Prof. 
Diman. His death was a loss not only to the university, but to the 
State. At the close of the memorial exercises in the assembly, the 
house voted to adjourn, a token of respect seldom paid to a private 
citizen. But Prof. Diman was beloved by all who came within the 
sphere of his presence, and admired by all who knew him. lie had 
held the chair of history and political economy since ISOi. 

Jeremiah Lewis Diman was born in ]>ristol, II. I., May 1, 1831. In 
recounting the life of a man, the biographer eagerly seeks information 



BROWN UNIVERSITY. 159 

regarding the parents and the liome life of the youth. Whence were 
derived those traits which made the man the scholar or the statesman? 
In what environment was his youth spent? 

It was said that his grandfather was "peculiarly mild in disposition, 
gentle in manners, and domestic in his habits. He was a great reader, 
with a good memory, fond of investigation and argument, and was 
deacon of the Catholic Congregational Church for more than twenty 
years. His grandmother was a grandniece of Benjamin Franklin, as 
Frances Franklin, her grandmother, was sister of the i^hilosoiiher. 
Dinian's father was a man of strong character, with a fondness for anti- 
quarian lore.'' His information in matters of local history was remark- 
able. He had been elected to serve as governor of the State and was 
held in high esteem by his fellow-citizens. His mother was character- 
ized as "exceeding modest and retiring; it was her only ambition to be 
good and to do good." 

In the words of his biographer. Miss Hazard — 

01' such parents, -with. such an ancestry of pure, pious people, was he horn. In him 
all the virtues of the various lines seemed to unite. His nohlc bearing spoke of the 
Puritan; his grace of manner of the livelier French blood; his philosophic mind 
■«-as the true descendant of the first American philosopher; his tenderness of his 
sainted mother. 

The anecdotes of his youth show that, although he was fond of study, 
he was a true boy in his delight for games and sports. Entering college 
at 16, he soon gave indications of his scholarly mind, so that he was 
honored by all. While in college he commenced a commonplace book, 
in which he was accustomed to write out an analj'sis of what he read, 
or jot down his reflections. Thus he miide his own what he read, 
and stored away what in after years he used to such excellent advan- 
tage. These books show his fondness for history and philosophy. He 
also read extensively works of a religious character. His tastes were 
in the direction of literary rather than scientific studies. On gradua- 
ting he delivered the classical oration on " The Living Principle of 
Literature." 

It was his intention to devote himself to the study of divinity, after 
a year's study and intercourse in the home of Dr. Thayer, of Newport. 
The next two years he spent at Andover. Here was formed a little 
coterie of congenial spirits, and it was their testimony that Dimau was 
the center of it. His training was further increased by a study of two 
years in the universities of Halle, Berlin, and Heidelberg. It was dur- 
ing these two years that he came in contact with the leading men of the 
universities, and that he received great inspiration from galleries and 
museum. These two years but widened and deepened his own catholic 
thoughts and convictions. In 1856 he was licensed to preach, and in 
December of the same year he was ordained as the pastor of the church 
at Fall Kiver. He remained with this parish till 1860. That year he 



IGO HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

was married and established Ids lionie in Brookliiie as tlie pastor of the 
Congregational Chnrch. Till 1804 he held this charge, when he with- 
drew to accept the chair of history and j)olitical economy at Brown 
University. 

Prof. Diman was now 37. Trained in the best methods of his alma 
mater ^ to which were added his course of two years at Andover, and 
two years of European travel, he was a well-rounded scholar. In addi- 
tion to that, he had been most acceptable as a pastor, a fact that was 
proven by the repeated calls he received from leading churches. All 
these facts conspired to make him a professor with all the noble traits 
of the Christian gentleman. 

In addition to his college duties he preached from time to time. He 
lectured before the Normal School and the Friends' School. Perhaps 
his inlluence was as great in connection with the writing which he did 
for the Providence Journal from 1866 to the close of his life. A vigor- 
ous and scholarly writer, he could exi)ress himself as freely as he 
wished. His own idea of the function of a news})ai)er will best show 
the spirit of the man : 

The snccessful conduct of a daily paper, aiming; to take high rank as a guide of 
j'ublic opinion, is attended with peculiar difficulties, difficulties which our readers 
can not fully appreciate. If we conceived that our only function was to wait on 
public sentiment and echo the i)revailing sentiment around us, the labor would be 
greatly simplilied. But belie\ iug that our readers look to us for an lionest and 
straightforward expression of our own sentiments, we can not avoid the peril at 
times of offending some for whom we cherish the utmost respect, and of being luis- 
understood by others upon whoso good opinion we place the highest vahu'. 

Too often the charge of exclusiveness can be brought against the 
scholar; that he does not let the community have the benefit of his 
attainments. But this could never be urged against Prof. Diman. 
For ten years he lectured at his home to classes of ladies of the city of 
Providence on historical subjects. He was one of the members to draft 
the rules and regulations of the Friday Evening Club, which consisted 
of but twelve members, nearly all of whom were men not in academic 
professions. He was the life of the club. Said one of the members: 

I may as well give up trying to translate that subtle charm of his talk, which is 
so easy and sweet to remember, and so hard to put into any fit description. The 
silver resonance of that voice still dwells in our ears, though it is silent forever. 
That fine sarcasm which I see now going down that speaking face, and into his nose 
and lips and tones; that incisive wit and wisdom which penetrated his very voice 
and manner; that swift passage of his mind and his talk from grave to gay, from 
lively to severe; that rich culture which made his words, his very manner of saying 
anything, music; that calm power which held listeners like a magnet — it is all like 
water spilled on the ground, which can not be gathered up again. Hardly a drop 
of it, in its fresh beauty, have I been able to recover; for how great and yet how 
indescribable the charm of our friend's conversation was. 

He was a contributor to the leading reviews and quarterlies. He 
pronounced several orations, among them the Phi Beta Kai)pa oration 
at Amherst in 1809, and at Harvard in 1870. He gave a course of 



BROWN UNIVERSITY. 161 

lectures at the Lowell Institute in Boston and at the Johns Hopkins 
University. Of his manner as a lecturer President Gilman says: 

He seemed to be talking to a company of friemls on a subject of great importance, 
which he perfectly understood, with an unhesitating command, not only of names 
and dates, but of exact epithets and discriminating sentences. The ease with which 
he lectured, under circumstances of very considerable difficulty, was only equalled 
by the instruction and iih asure he gave the auditors. 

Friday, January 28, 1881, Prof, Diman delivered his last lecture to 
tlie senior class in history. ^ There was no suspicion that the pain in 
his face of which he complained would j)iove serious. But such was 
the case, and he died the following Thursday. The disease was malig- 
nant erysipelas. The news of his death came with startling surprise. 
The students looked at each other with wondering eyes querying if it 
were really so. Can Prof. Dimau be dead? The exercises in the chapel 
on the following morning were particularly impressive, and the entire 
university'- .showed by the solemnity and quiet their sense of sorrow at 
the great loss which it had sustained. Not only was his alma mater a 
mourner, but the city and the State felt that its favorite son had been 
taken. So closely had he identified himself with the city and the State 
that on any special o(.'casion it was to him that the municipal and State 
authorities looked as the man to do honor to the event. This he ever was 
ready to do, because he believed that it was the duty of the scholar to 
keep in touch with the community. The representative men who gath- 
ered to pay the final resj)ects to the dead showed how wide was the 
circle of mourners, not only in his own but in other States. So closely 
had he identified himself with academic circles that it was the general 
feeling that from the academy of letters had gone one whose loss would 
be keenly felt. 

Resolutions of respect and condolence were passed by the assembly, 
the corporation of the university, the chapter of the Psi Upsilon of 
which he had been a member, and the senior class. 

Among all the tributes to his memory, that by his friend, Prof. Mur- 
ray, of Princeton, has been selected to conclude this sketch of Prof, 
Diman : 

He had been sought for pulpits in our principal cities by reason of his abilities as 
a preacher; for professorships in other institutions; repeatedly by Harvard College, 
where he was honored and beloved, as he was honored and beloved here; sought 
also for positions as the head of seats of learning. But our rejoicing is this, that 
his work was finished here in the university of which he had ever been a filial son, 
in the city which was proud of him, in the State which he loved, and with whose 
history he has forever linked himself. 

He was stricken down in the very flush and bloom of his power and plans. The 
summer vacation had been delightfully passed with his family and with dear life- 
long friends among the mountains and lakes and by the sounding sea. Recruited 
apparently by it, he had gone partly through the Avinter's work. For the first time 
in his life did that work seem to drag him along with it, instead of being triumph- 
antly lifted and borne by him. Disease came at length so treacherously that none 
feared it till it was too late, and then, on that winter evening, the shock — the 
pitiless, dreadful shock, the hush that settled in a hundred homes of the city, in 

1123 R I 11 



162 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

the very streets. Notbing eoulil have beeu more touching- aiuT nothing oonhl have 
been more significant. 

Months have passed, and yet we ask ourselves, "Is he gone?" The vitality that was 
in him, so exuberant, so large, mahiug itself felt in so many circles, giving a sense 
of his presence so strong and deep that we can not help recalling and repeating 
those lines of the " In Meraoriam" so closely applicable to our beloved dead: 

" If one should bring mo this report 
That thou hadst touched the laud to-day, 
And I went down unto the quay 
And found thee lying in the port; 

" And standing muiitied round in woe, 
Should see thy passengers in rank 
Come stepping lightly down the plank 
And beckoning iinto those they know; 

" And, if along with those should come 
The man I held as half divine, 
Should strike a sudden hand in mine 
And ask a thousand things of home, 

" And I should tell him all my pain, 
And how my life had drooped of late, 
And he should sorrow o'er my state, 
And marvel what possessed my brain, 

" And I perceived no touch of change, 
No hint of death in all his frame; 
But found him all in all the same, 
I should not feel it to be strange." 

We buried him in the snows of winter. The sky over our heads as we bore him 
to the cemetery was full of blessed sunlight. There was "calm and deep peace in 
the wide air." There was calm and deep peace, too,- in our hearts as we remem- 
bered the noble life and recalle<l the words, " Blessed are the dead that die in the 
Lord." Wo thought of the coming spring, in which he always so delighted, and 
the spring has come to us. He is, iu the language of a favorite hymn, where 

Everlasting si>ring abides, 
And never withering flowers. 

Yet lie himself lias uttered words iu one of his sermons which are so deeply true 
and so touchingly pertiuent that they prove the fittest conclusion to this com- 
memorative service. 

'•'Even when iu middle life the strong man is suddenly stricken down, dj4ng in 
the midst of the battle, with harness on, there are many aspects in which the sor- 
row is full of comfort. It is the death which the good soldier never shuns. The 
memory left is not of decay, but of the fullness of manly strength. The imago 
■which affection cherished is a grateful one. And especially is this the case Avlien 
into the zealous and faithful labor of a few years have been compressed the work of 
a long life. Wo need not length of days to do well our life work. The most con- 
secrated souls are often called soonest away." 

PROFESSOR CHACE. 

A famous man once said, "1 have learned more from men than from 
books." In the history of an institution there are certain men who 
stand forth prominent for their moral worth and for the impression 



BROWN UNIVERSITY. 163 

they make on their students. One of the benefits derived from contact 
with a great teacher is the persouality which he impresses by example 
and precept. Too often the student m college may not appreciate how 
great has been this influence, but sooner or later his recognition of it 
will come, and the loving tribute of appreciation will be paid. 

If any excuse need be offered for the biography of men prominent in 
the college, it can be urged that only as their lives are known can be 
seen the motives and purj^oses which have given them the influence 
they wielded. 

Said Prof. Diman on one occasion : 

Ailniirable culture of whatever kind must have its roots iu the moral sentiment. 
Scientific training, unless regulated and qualified by broader culture, can only eud 
in debilitating instead of enlarging the si>iritual nature * * * foj. education 
must receive its sha^ie from above, not from" beneath. 

Particularly appropriate were these words to the character exempli- 
fied by Prof. George Ide Chace, who for forty years was identified with 
the college in all the grades of academic work from tutor to president. 

The subject of the following sketch, George Ide Chace, was born in 
1808 ia Massachusetts. Entering the sophomore class in 1827, while 
Dr. Wayland Avas president, he proved himself an enthusiastic student, 
graduating with the highest honor. He determined upon teaching as 
his vocation in life, and his after caretn- showed how wise was this 
choice. He accepted the principalship of an acadeoiy in Waterville, 
Me., but remained there for a brief period, having accepted a position as 
tutor in mathematics at Brown. This was in 1831. In 1833 he was 
advanced from tutor to adjunct professor in mathematics and natural 
philosoi)hy. From this time his instruction iu the natural sciences 
began. The next year he held the chair of chemistry, and in 183G the 
department was enlarged so as to include geology and physiology as 
well as chemistry. This position he held till 18G7. 

The natural sciences at that time were not given such an important 
place in the college curriculum, but even then for one man to combine 
so many in his instruction showed that he had rare ability. Prof. 
Chace was a man of ability in several subjects, but it was admitted 
that if he had devoted himself entirely to pure mathematics he would 
have held a foremost position among the ranks of mathematicians. 

After the resignation of President Sears, Prof. Chace held the presi- 
dency of the college for 1SGG-'G7. 

There was a feeling that as all the other presidents had been clergy- 
men such a precedent should be followed. This Avas the reason of the 
appointment of Dr. Caswell to the position of head of the college. 
This change involved another in the instruction, namely, that Prof. 
Chace should take the chair of moral and intellectual philosophy. His 
presidency of the college during the one year he held it showed his wis- 
dom and devotion. The change from the department of the sciences 
to that which he now held was made in the confidience that his work 



164 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

■would be well done. Nor was this tiust misplaced. The liokl which 
he had ui^ou his classes in this department may'be seen from a quota- 
tion from the petition of the class of 1872, when there was a prospect 
that he would not be able to complete the course of that collegiate 
year : 

* * '* Your instruction can not, we feel, be replaced to us; still less can be 
filled the place which you occupy iu our hearts. We desire, therefore, as a class, to 
return to you our heartfelt tliauks for the past; and while expressing our preference 
for your instruction over that of anyone who might succeed you, we sincerely hope 
that it may be within your power to complete our course of instruction in moral 
philosophy, when y^e shall consider it our honor to leave the university with you. 
(Signed by the class.) 

The class had the privilege of his instruction through the year, but 
in the same year, 1872, he decided to sever his connection with the col- 
lege. For forty-one years he had served on the faculty. His retire- 
ment was the result of mature deliberation. In 1807 he had written to 
his sister: 

I prefer to close my professional, career while I am in full strength and A'igor, and 
while I havetstill freshiie.ss of interests enough to find other occupations attractive. 

Prof. Chace was one who brought his academic culture into the (com- 
munity. He lectured before the Peabody Institute and the Smithso- 
nian. Under Dr. Waylaud the methods of university education were 
reorganized, and scientilic instruction in the jjrocesses of the arts 
was to be given to the community. Accordingly, Prof. Chace delivered 
a course of lectures for the benefit of those engaged in the working of 
metals. The course was eminently successful, and those who attended 
expressed their appreciation by presenting the i^rofessor with a silver 
pitcher. He was one of the original members of the Friday Evening 
Club, of which Prof. Diman was such a valued member. Here, in the 
discussions and in the papers which ho presented, was seen the wide 
range of his scholarly mind. He was also a contributor to leading 
reviews. Perhaps the most successful of his addresses was that com- 
memorative of Dr. Wayland. This was delivered in 1860, and extracts 
have been given in connection with the sketch of Dr. Wayland. 

After leaving the university he spent, two years in foreign travel. 
On his return he was chosen to the chairmanship of the State board of 
charities, and the remainder of his life was spent iu philanthropic 
work. The respect and the esteem in which he was held by his fellow- 
citizens were shown by the tributes to him from all sides. Mindful to 
tl\e last of his devotion to his alma mater, he left $9,(100 to be devoted to 
two scholarships. His death occurred April 29, 1885. 

The following extract from a resolution offered by Prof. Lincoln, on 
the part of the alumni, will indicate the opinion of his colleagues : 

His rare ability in the sciences, both in the investigatiou and iu the comnumica- 
tion of truth; his clearness and fullness of comprehension iu the statement of prin- 
ciples, and his skill and aptness iu their illustration ; the stimulating influence of his 
instruction toward the pursuit and acquisition of sound knowledge, and their 
molding moral force iu producing right habits of thinking and noble forms of 



BROWN UNIVERSITY. 165 

character^iill tli6se will ever be cherislied by liLs i)npils among the choicest memo- 
ries of their college education, and be treasured in the history of our university 
among the best elements of its fame and usefulness. And while we thus recall, as 
alumni of this university, the useful services of Prof. Chace's long professional 
career, Ave would not forget the new course of service, no less useful, ou which he 
entered at the completion of that career. Ke might reasonably then have sought a 
studious retirement, where he might spend his declining years in meditation upon 
the elevated themes of philosophy and religion so familiar to him by nature and by 
habit. But so strong were his tendencies to useful action, he saw so keenly the need 
of such action in the world, the good that imperatively needed to be done and the 
evil to be undone, that he then gave himself with fresh zeal and devotion to the 
promotion of the great interests of philanthropy, morality, and religion, in connec- 
tion with charitable and public institutions in Rhode Island. This feature of Prof. 
Chace's life and character reminds one of the words of a Latin poet, said of a great 
Roman, who was a man alike of action and of thought : '^ Nil actum credens, dumquid 
siiperenset agenduvi." So it was with Prof. Chace, that he thought " nothing done so 
long as anything remained to be done." So was it also with him, as a Christian man, 
that with the aim and spirit of a life to be lived not for self, but for others, he 
gave his best thoughts and efforts to Avise and beneficent measures for the cure of 
the sick, for the care of the insane, for the instruction of the ignorant, and the refor- 
mation of the A'icious. Such was the end that crowned the work of his life. 

PROFESSOR GREENE. 

In January, 1883, occurred the death of Prof. Samuel S. Greene. 
From liis ideutitication with the liigher educational interests in the 
State, not only at the college but in the city, mention should be made 
of wliat he did. 

He, too, was a graduate of Brown, of the class of 1837. He taught 
till 1819, when he was apijointed agent of the Massachusetts board of 
education. After the adoption of the new system, he was api:>ointed 
professor of " didactics " at Brown. In addition to his duties there he 
commenced a course of lectures to teachers, which was the germ of the 
normal school. In 1855 he was appointed professor of mathematics 
and civil engineering at Brown, having resigned the position of super- 
intendent of the city schools. 

Perliaps he is as widely known through his text-books : Analysis of 
the English Language, First Lessons in Grammar, Elements of English 
Grammar, English Grammar, and Introduction to English Grammar. 

The minute which was entered on the records of tbe faculty will show 
the esteem in which he was held by those who Avere associated with 
him. 

His extensive and accurate acquaintance with literary as well as Avith scientific 
subjects, and his enthusiastic devotion to the cause of education, both in the public 
schools and in the uniA'ersity, are widely known and are appreciated, and have con- 
tributed largely to the reputation and dignity of this institution. We recall, too, 
his almost unequaled skill as a teacher of abstruse and difficult sciences, his 
unwearied eff'orts in imparting knowledge, the noble serenity and dignity of his 
Christian character, which left so deep an impress on all his pupils, and we feel that, 
as a corjis of instructors, we have met with a loss well-nigh irreparable. 



1G6 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

THE COLLEGE IX 1889. 

The last report of Dr. Eobinson to tlic corporation in 1880 gathered 
up some of the experiences of the college since he had assumed the 
presidency. Attention was called in it to the fact that for the first 
time in its history the degree of doctor of pliik)sophy had been con- 
ferred on two students who i)ursucd special courses of resident graduate 
study. 

On tliis side of tlie university work he continued: 

It is earnestly to be hoped that courses of graduate study, to bo rewarded by 
liiglicr degrees, which have thus been begun, will hereafter become pernuuient jiarts 
of the edueational opportunities afforded at Brown University, and that these courses 
of study will be so far multiplied and extended as to embrace the chief brandies of 
literature and science. Surely a college that has existedfor a century and aquarter, 
has existed in the midst of a rich and populous city from which it derives a large 
percentage of its students, and a college that for three-quarters of a century has 
borne the title of university, ought by this time to do something more than to 
repeat an endless routine of elementary studies. 

In thus advocating an enlargement of tlie sidiero of work, and ])leadiug that 
provision be made for advanced instruction, nothing is further frommy thought than 
that the distinctive work of the college should in any way be interfered with, or its 
courses of study or standards of excelleuco bo in any way changed. The thorough 
work of the college is indispensable as a preparation for advanced work in any 
department whatever. Nothing in the matter of education seems to me more irrational 
than a proposal to supplant the college Avith the university, or to attempt instruc- 
tion in the higher ranges oi" knowledge without a thorough grounding in its ele- 
ments. 

With reference to the deportment of the students the president says: 

College pranks and disturbances by night, so common years ago, have for the pres- 
ent ceased. I hardly know how the same number of young men could bo expected 
to conduct themselves with more uniform decorum and propriety than onr students 
have done during the last year. For ten years or more there has been a steady and 
iniiform improvement of manners and de])ortment. The contrast between the dei)ort- 
ment of students the past year and seventeen years ago has been too marked to 
escape the notice of the most casual observer. I wish I could speak Avith equal con- 
lidenco of a corresponding improvement in studiousness and attainments. In saying 
thi.s, however, I would by no means be understood to imply that there is less devo- 
tion to study than formerly, or even that there is not more. But increase in the 
amount of thorough scholarship, and in the number of students whose aims arehigh 
and generous, has not in any college in the country, so far as I can learn, distinctively 
characterized the so-called progress of recent years; has not kept pace either with 
the multiplication of departments of knowledge, or with the increase of means lor 
exploring them. That the social and festive element of college life has largely and 
very generally increased is manifest to all men. The increase of this element doubt- 
less to some extent accounts for the diminution of the spirit of disorder once so com- 
mon in all the colleges. So far as this college is concerned I think there has also 
been an increase of manliness and self-respect. Student life with us has been brought 
into closer relations than once existed with the social life of the city. The inllueuco 
of this has been restraining and refining, though it may not always haA'ebeen intel- 
lectually quickening. 

In conclusion reference was made to his Avithdrawal from the i)resi- 
dency : 

In resigning the presidency of the university, I retire with the consciousness of 
having labored honestly for its best interests; and with the conviction that, while 



BROWN UNIVERSITY. 167 

its progress, from causes wliieh ought never to have existed, has not been all that I had 
labored and hoped for, there has nevertheless been an advance in the kind and 
extent of its work; it has never been in more favor with those who are disposed to 
supply it with needed funds than it now is; and it never had a better prospect of 
usefulness and of patronage from all parts of our country than has recently been 
opening before it. 

At tlie meeting of tlie corporatiou, when the resignation of Dr. Eob- 
in.son was presented, and a committee chosen to select his successor, 
Prof, Gammell made the following remarks: 

The funds of the university, which in 1872 were, $552,430, were, in 1888, $960,411, 
not including the gift of Mr. Duncan, $20,000, and a more recent gift of $20,000, and 
other gifts, which would make the total about $1,018,000. The endowment has been 
very nearly doubled (not counting the Lyman bequest, from which $60,000 or $70,000 
will bo realized). These gifts have come very largely from the community in which 
the college is located. 

For this prosperity we are greatly indebted to the judgment, the fidelity, the 
ability, and the diligence of President Robinson. During those seventeen years ho 
has never been absent from a college duty, from a recitation, or from a chajiel exer- 
cise, except when called away by public duties. How few professional men have a 
similar record. 

Of his instruction I may speak with confidence, having had two sons under his 
instructions, and it having been my duty in various ways to know the internal his- 
tory of the college. The instruction has been of a very high order. He has done 
much to raise its standard; he has restored largely the spirit of the instruction of 
my old teacher, President Wayland. I consider this a fair statement of the results 
of Dr. Robinson's instruction. 

President Andrews, 1889. 

Upon the resignation of Dr. Robinson, a committee of 9 was chosen 
to elect a new president. The task was difflcult on account of the 
numerous candidates that were before the committee. After due con- 
sideration, the unanimous choice of the committee was in favor of 
Elisha B. Andrews, who was then holding the chair of political economy 
at Cornell. 

Dr. Andrews was graduated from Brown in 1870, and from Newton 
Theological Seminary in 1874. He held a pastorate in Beverly, Mass., 
for one year, and was the president of Denison University till 1879. 

For the next three years he was at Newton Theological Seminary. 
He was then called to the chair of history and political economy at 
Brown. This x)osition he held for five years, going to Cornell in 1888. 

Of the many comments which appeared with reference to the new 
president of the university, the following will give a very good idea of 
the man : 

While under 45, he is the senior by fourteen years of Dr. Wayland, when that cele- 
brated educator was first elected to his position. Brown has had very young as well 
as very aged presidents, and it is now returning to one of the best traditions of its 
honorable history in summoning to its chief seat Dr. Andrews, in the prime of his 
manhood. 

Dr. Andrews is not a narrow-minded or bigoted denominationalist, but a man of 
broad catholic sympathies, comprehensive learning, and commanding force. He is 



168 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

eingulnrly well adapted for the work of completely cinanoipating that college from 
sectarian iiillnences and estahlishiug it on the broad fonndation of higher scholar- 
sliip and good letters. Under his predecessor, Brown has made remarkable progress 
during the last seventeen years, and ho will enter npou his work nnder the most 
favorable auspices, a new gymnasiuju having been already practically secured. Dr. 
Andrews, however, id not an educator who is dependent npou rich endownieuts or the 
size and number of college buildings. He belongs to the same class of teachers as 
Dr. Arnold, who could have established a great school if he had started it in a barn. 
He is a man endowed with a genius for teaching and for commanding the sympathies 
of young men. 

The peraonality of tbe head of iiu institution will be impressed on 
its working- force. A man of broad ideas, progressive and energetic, 
can do much to bring an institution of learning into the front ranks. 
It is not enough to have collected a faculty who shall all be eminent 
in their departments — a tine ecjuipment of laboratories and libraries 
will not bring a college to the front — but there must be a nuiu at the 
head who can see into the future. He must plan now for what is to 
come; he must secure the cooperation of the academic stafl", and have 
the enthusiastic admiration of the students. In addition to these essen- 
tials within the college walls, he must bring the college into touch with 
the life of the city. The college is an institution of the city, and to 
the extent the citizens feel a pride in it, will its sphere of usefulness be 
increased. In the opinion of the friends of the institution, such quali- 
lications are hapi)ily united in its present leader. Coming to the 
university as the unanimous choice of the committee who were chosen 
to elect a president, it is confidently believed that under his adminis- 
tration an era of i)rosperity is opening up before the university. 

A college must depend for its main support on the body of its 
alumni. Those of Brown are to-day holding positions of trust and 
honor in all the States of the Union. Although the college is denomi- 
national, it is not sectarian. There is every reason to suppose that 
very few measures in its administration have been advanced or with- 
drawn on strict sectarian grounds. The interest which the alumni 
evince is shown by the readiness with which the Lincoln fund was 
secured. 

Wilson Hall was ready for occupancy in 1890. The Ladd Observatory 
was built, and plans for the new gymnasium had been accepted. 
The history of the beginning of these additions belongs to the ])revious 
administration, but the results will be an integral part in the increased 
facilities of the university in the immediate future. 

COURSE OF STUDY. 

In 1S80 two students received the degree of doctor of philosophy after 
sjjccial courses of study in residence at the university. The degree of 
master of arts is bestowed upon a candidsite, already a bachelor of arts, 
who has completed a thorough course of liberal graduate study, sufficient 
in amount to constitute a fifth year of college work and has passed 



BROWN UNIVERSITY. 169 

satisfactory examinations tlieieupon. The degrees of bachelor of arts 
and bachelor of philosophy are conferred at graduation. Students may 
pursue a select course without becoming a candidate for a degree. The 
attendance in the class room must be at least sixteen hours per week. 
Tlie course is one of four years. 

The courses of instruction form a system of required and elective 
study. The studies of the freshman year are all required, with the 
exception that a choice of courses is offered candidates for the degree 
of bachelor of philosophy according as they do or do not i>ursue the 
study of an ancient language. In the sophomore and junior years the 
required studies occupy seven of the sixteen hours of instruction each 
week, and in the senior year five of the fourteen hours. The required 
studies of the freshman year are selected for their disciphnary value, 
in order that tlie students may the more profitably pursue those of 
subsequent years, whatever they may select. The required studies of 
the sophomore, junior, and senior years are restricted to English, 
German, history, and philosophy, the pursuit of which is deemed 
necessary for all students who are to be recommended for a collegiate 
degree. 

The elective studies offer the student a large number of subjects, 
and are so placed in the curriculum that freedom of choice is allowed 
within the necessary limitations of the schedule of lectures. In this 
schedule a number of parallel courses, extending through the three 
years, are made available, and to these each student is advised to con- 
form in selecting bis studies. 

In addition to the regular courses of instruction, special-honor courses 
are offered, which are open to students who desire to do extra work in 
any particular department. These honor courses consist mainly of 
additional reading supplemented by essays, and examinations are held 
at the option of the several professors. 

THE DEPARTMENTS OF INSTRUCTION. 
PHILOSOPHY. 

The primary aim in the required philosophical studies is to strengthen 
and discii)line the i)ui)il's mind, and as far as possible to render him a 
safe, strong, independent thinker and investigator. Along with this 
goes a practical purpose, especially pronounced in ethics, to aid pupils 
in mastering those imi)ortant problems in this department which are 
basal to all high intellectual life and to conduct. Great attention is 
given to the topics of practical ethics and casuistry, now of such ]jecul- 
iar interest to the world. In the history of philosophy, which is elec- 
tive, effort is made, by one year more in ancient i)liilosophy, from 
I'lato as center, the next in modern, with Kant as the fixed point, to 
reveal the concatenation of philosoi)hical systems, the march of sys- 
tematic thought from master to master. The teaching is not merely 



170 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

analytic or liistorica], but positive and constructive, the reverse of 
skeptical. The evolution of religion and the course and meaning of 
divine revelation are pointed out and emphasized. 

GREEK LANGUAGE AND MTEKATUKE. 

The studies in this department are prescribed for the freshman year 
and elestive for the soi^homore, junior, and senior years. 

The courses of instruction and study aim to give the student a crit- 
ical knowledge of the language, to secure for him facility in reading 
and appreciating Greek authors, and to interest him iu the study of the 
literature, civilization, and life of the ancient Greeks. 

Tbe courses of reading may be greatly extended for those who are 
either candidates for the higher degrees or are studying for honors. 

Tlio president's premiums for excellence in preparatory Greek are 
awarded after a special examination at the beginning of the freshman 
year. 

The Foster premium for the highest excellence iu the Greek lan- 
guage is awarded after a critical examination at the close of the senior 
year. 

LATIN LANGUAGE AND LITERATURE. 

The studies in this department, as iu Greek, are prescribed for the 
freshman year, and elective for the sophomore, junior, and senior 
years. The courses of study have been specified, but other authors 
than those named may be read in different years. 

It is intended that lectures be given to the freshman and sophomore 
classes, on the ends and scope of the studies of the department, and on 
the literature pertaining to them; also on the authors read and their 
contemporaries in Eoman literature. In connection with the study of 
Horace, lectures on Kome and the Komaus of the time of Augustus 
will be given. The elective courses in the senior year are accompanied 
by lectures. 

The chief objects aimed at in the instruction may be briefly stated 
a.s follows: To secure for the student by grammatical and exegetical 
study, and by sight reading, the ability to read Latin with facility; to 
cultivate by faithful translation his power of expression in English; 
and by uniting continuous historical and literary illustration with the 
1 cading of classic Eoman writers, to make the study of Latin a means 
of increasing his mental discipline and literary culture. 

The president's x>remiums for excellency in preparatory Latin are 
awarded after a special examination at the beginning of the freshman 
year. 

CLASSICAL ARCHiEOLOGV. 

In connection with tbe work in Greek and Latin an elementary course 
of instruction iu classical archaeology is offered to the senior class as an 
elective study for the first half-year. It consists chiefly of a study of 



BROWN UNIVERSITY. 171 

the history of Greek sculpture. The textbook, Collignou's Manual of 
Greek Arch;uology translated by Wright, is supplementetl by lectures 
and by extensive collateral reading. The plaster casts in the museum 
of classical archaeology, photographs, engravings, etc., are used by the 
instructor to illustrate the subject. 

JJIIKTOKIC AND ENGLISH LITEKATUnK. 

The aim of the course in rhetoric is to give a thorough and systematic 
training in the principles and practice of English composition. The 
different kinds of composition are set forth in their logical relation to 
each other; and essays, whose plans are based on specific rhetorical 
methods, are required from the student. 

The subject of style is discussed both theoretically and practically, 
and the elements of rhetorical criticism are applied in the analysis of 
the ^vork of a standard author. 

There are two parallel courses in English literature, one general, dis- 
cussing the uniform and progressive development of the literature from 
the fifth to the nineteenth century; and the other special, embracing 
the reading and literary criticism of leading authors from the fourteenth 
to the nineteenth century. The aim of the courses is to inculcate the 
unity of the literature, and also to cultivate the literary taste of the 
student that he may appreciate the classics of our English tongue. In 
connection with the elective course in the senior year lectures are given 
on early American literature. 

For rhetorical work in the junior year the student is required to -pre- 
pare essays iu connection with both the .courses in literature, and also to 
deliver orations, which have been privately rehearsed before the instruc- 
tor in elocution. 

In the junior year a voluntary class is formed for the study of 
Anglo- Saxon. 

The course iu elocution includes the acquirement of the principles of 
the art, and such a drill in vocal development and delivery as to assist 
the student to become an effective speaker. 

IIISTOKY AND POLITICAL SCIENCE. 

The course of instruction in history and political science continues 
through the junior and senior years. Throughout the former, history 
is a required study; throughout the latter, there are electives in polit- 
ical science, in which, however, much attention is given .to historical 
matters. 

During the first term of the junior year, the mediaeval and modern 
history of Europe are studied. Lectures are first given upon the his- 
tory of the Eoman Empire from the death of Marcus Aurelius to the 
latter part of the fifth century. A text-book is then used, by means of 
which, iu connection with informal lectures, class-room rei)orts, and 
supplementary reading, the history of Europe is pursued down to the 



172 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

beginning' of the eigliteenth century. During the second term the 
same subject is continued until the history of the present year is 
reached; the term is thenceforward devoted, after simihir methods, to 
the study of the political and constitutional history of the United 
States, especially since the year 1783. This study, also, is brought 
down to the present time. 

The elective course of the first term of the senior year is occui^ied 
with the subject of constitutions, European and American. The forms 
of government of the chief European states are considered. The 
study of the American Constitution, next succeeding, is not confined 
to comment on the document called by that name, but aims to insure a 
comprehensive knowledge of all the most important institutions of 
government actually existing in America. The study is accomiiauied 
by efforts to give a clear historical knowledge of the internal politics 
of European and American states in recent years. The subjects of the 
elective in the second term of the senior year are the history of law, 
and international law and the recent history of diplomacy. Lectures 
treat of ancient law, and of the history and development of Roman 
law and of English law. A small text-book of international law is 
then employed, the study of which is accompanied by lectures and 
reports on important topics of recent diplomatic history. Thus, the 
first elective being accompanied by a study of the recent internal his- 
tory of European and American states, the second is accompanied by 
the study of the recent history of their external relations. The adjust- 
ment of a revised curriculum to the conditions presented by existing 
classes has caused some deviation from this programme during the 
present year. 

rOMTICAL ECONOMY. 

The course in political economy comprises two parts : (1) An elemen- 
tary course, occupying three hours a week during the first half of the 
senior year. (2) An advanced course, occupying three hours a week 
during the second half of the senior year. The elementary course is 
based upon a text book, supplemented by lectures on the part of the 
instructor, and by reading in standard authors and investigations on 
the part of the class. Some of the more important economic problems 
of the day are discussed, and their relation to underlying economic 
principles shown. 

The advanced course is intended to vary somewhat from year to year, 
one of two objects being kept in view, either to introduce the student 
to the careful and detailed study of some special field of economics, or 
to show the science in its broad historical relations. Two hours a week 
are devoted to the history of the science, with Ingram's History of Politi- 
cal Economy as a text-book, and lectures by the instructor on the his- 
tory of economic life, and the relation between that life and the develop- 
ment of economic science. The students are required to read extensively 
in the more important authors dealt with. One hour a week is devoted 



BROWN UNIVERSITY. 173 

to a discussion of economic problems^ involving important i)rinciples, 
witlitlie puri)ose of reviewing and fixing firmly in mind the work of the 
elementary course. The endeavor is made to give these problems as 
practical a character as possible, in order to train the student in the 
application of economic principles to the questions of modern economic 
life. 

In addition to the regular course, a class of 10 or 12 students, espe- 
cially interested in economics, meets the instructor two hours each 
month for seminary work along some special line of study, varying from 
year to year. The work is based upon Walker's Money, Trade and 
Industry, and Jevons's Money and the Mechanism of Exchange. Inves- 
tigations are made and essays presented upon topics which are sug- 
gested by these works. 

MODEKN LANGUAGES. 

The department of modern languages includes German, French, 
Italian, and Spanish. Tbe main aim is twofold: to lay a broad and 
firm foundation in the forms and syntactical structure of the language 
studied, and to furnish an introduction to an appreciative acquaintance 
with the literature. A subordinate and auxiliary aim is to afford prac- 
tice in writing and speaking the language. These aims are modified 
somewhat by the subject studied, the length of the course, and the 
number in the class. 

GERMAN. 

This study may be pursued three years, in recitations three times a 
week, from the beginning of the sophomore year to the end of the 
senior year. It is a required study only during the sophomore year. 
The following courses are offered: 

[1) Introductory course of one year. — Careful attention is here given to 
the language, to forms and to syntax, enforced by daily drill in inflection 
and in parsing, by written exercises, and by practice in speaking. A 
variety of selections is read from the best authors, each passage being 
l)ronounced aloud in German, translated, analyzed, and construed. 
Proper attention is bestowed upon literary quality, but more upon the 
linguistic side of the study. One hour each week through the whole 
year is devoted to conversation and composition. 

{3) Course in Schiller, of one-half year. — Less attention is now given 
to the grammar and more to the literary elements, to the thoughts pre- 
sented, to the beauties of style, to the versification, and to a compari- 
son of Schiller with other writers. The aim is to introduce the class 
to an acquaintance with Schiller. One hour each week through the 
half year is devoted to conversation and composition. 

{3) Course in Lessing, of one-half year. — The literary aim is here the 
dominant one. The study of the grammatical side of the German is, 
however, not lost sight of, though very little time is given to class-room 
drill. 



174 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

{4) Course in Goethe, of one year. — In this tlie literary side of tlie 
study absorbs the wliole attention. There is no study of grammar 
merely as grammar, though the student is held responsible for the 
most accurate translation and interpretation of all the work set before 
him. As in the preceding courses, all the work must be read at least 
twice in the original. 

(5) Course in literature. — During the middle year occasional lectures 
are given upon the pieces of literature studied. During the last year 
there is a course of tliirty lectures upon the rise and development of 
German literature, with special attention to the period beginning with 
Klopstock and ending with Goethe. The class is required to take 
notes, to pursue a course of reading upon the subjects studied, and to 
submit written essays upon assigned topics. 

{6) Honor course. — This course extends over the entire three years, 
and is open only to those who maintain in German a rank of 95 per 
cent. The course consists of a careful preparation upon selected 
X)ieces from the authors read in the class room, equal in amount to the 
work performed by the class. Upon this work the student is from time 
to time examined. 

(7) Graduate course. — An advance course is already opened for those 
who desire- to pursue German in connection with other studies, for the 
master's or the doctor's degree. 

In the year 1890 there will be offered to graduate students a course 
in the mid<lle high German, including: 

1. A course in middle high German and its relations to old and new 
high German. 

2. A course of readings in the Minnesiinger, Walther von der Vogel- 
weide, and Wolfram von Eschenbach. 

3. A reading and critical study of the national epic, Das Nibelungen- 
lied. 

FiiENCH. 

Candidates for degrees are examined at their entrance to college upon 
French grammar and upon easy French prose. They are then sepa- 
rated into divisions based upon scholarshij). Tlie course extends over 
tlie first two years, three hours a week. The general aim is the same 
as that already set forth in German. 

(1) Elementary course, of one-half year. The second and third 
divisions of the freshman class are given a course in grammar work 
and in the reading of easy prose, in which grammatical drill is the 
prominent feature. 

(2) Course in Racine, of one-half year, open to the first division of 
the freshman class during the first half year, and to the second and 
third divisions during the second balf year. In this course attention 
to the literary work and to grammatical analysis are given equal jHom- 
inence. Especial attention is given to reading in the original, to trans- 
lation, to versification, to grammatical and critical anaylsis 



BROWX UNIVERSITY. 175 

(3) Course in Corueille, of oue-lialf year, open to the first division of 
tlie freshman class during the second half year. The main work is a 
careful study of the author's masterpieces, on the literary side, though 
considerable time is given to the study of the language. 

(4) Course in Moliere, of one-half year, open only to those who have 
completed course 3, Several of the masterpieces of Moliere are read, 
with a careful examination of the style and the peculiarities in lan- 
guage. 

(5) Course in Voltaire and later writers, of one-half year, open to 
those who have completed course 4. 

(G) Honor course, of two years, open on the same conditions as the 
similar course in German, to which the work corresponds in quantity and 
character. 

(7) Graduate course, corresponding to the parallel course in German. 



This study is offered as an elective during the first half of the senior 
year. The aim is to impart a facility in reading and translating readily 
and accurately easy iDrose and verse. 



This study is at present offered during the last half of the senior 
year as an elective. The aim is similar to that in Spanish. 

MATHEMATICS, PURE AND APPLIED. 

The full course of mathematics occupies four years. 

Pure niaihematics. 

First year. — (1) Geometry, solid and spherical, with original propo- 
sitions, taught by means of oral recitations and frequent written exer- 
cises. (2) Trigonometry, analytical, plane and spherical, the use of 
logarithmic tables and trigonometrical formulas, and solutions of prac- 
tical problems. (3) Algebra, embracing the theory of quadratic equa- 
tions, permutations and combinations, undetermined coeflicients, the 
binomial theorem for negative and fractional exiJonents, summation 
of series, and logarithms. 

Second year. — Analytic geometry, comprising the straight line, the 
circle, the parabola, the ellipse, the hyperbola, the general equation of the 
second degree, higher plane curves in analytic geometry of two dimen- 
sions, and the point, the straight line, the plane, and surfaces of space, 
revolution in analytic geometry of three dimensions. 

Third year. — (1) Differential calculus, comi>rising the differentiations 
of algebraic and transcendental functions, successive differentiations, 
tlie evaluation of indeterminate forms, maxima and minima of func- 
tions of a single variable, and the development of functions in series. 
(2) Integral calculus, comprising the elementary methods of Integra- 



176 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

tiou iind their application to the determiuatiou of areas and volumes, 
aud the rectification of curves. 

Fourth year. — (1) A continuation of the course in integral calculus 
and the general theory of equations. 

Applied mafhemafics, including engineerivg. 

The full course in this department occupies four years, but a longer 
or a shorter course may be pursued if the student so elects. Those not 
wishing to pursue the full course will find the studies so arranged that 
the knowledge and i^ractice acquired in a partial course will be prac- 
tical and available. Ample provision wdl be made for the instruction 
of any who desire a more extended course than is here indicated in 
engineering and in higher matheniatics. Any part of the engineering 
course is open to all students as an elective, if thej' are prepared by 
j)revious work to pursue it to advantage. 

The following is the order of study for the regular course : 

First year. — (1) Geometry, trigonometry, and algebra, as indicated in 
the first year of pure mathematica. (2) Plane geometrical problems, 
consisting of both recitation work and mechanical construction. A 
thorough discussion of the various methods of constructing compli- 
cated problems, involving original work, is required. Mechanical 
drawing, consisting of instruction in the use of instruments, line 
drawing and pen shading, construction of plane geometrical prob- 
lems, and the more complicated plane curves, the principles of pro- 
jection and their application in model drawing. (3) Free-hand draw- 
ing, consisting of crayon drawing of lines, simple outlines of figures, 
shading, drawing of models of machinery, and architectural drawing. 
(4) Surveying, comprised in three parts, viz, recitation work, field 
work, and plotting. In these are embraced a study of the construction, 
use, and adjustment of engineering instruments, compass and transit 
surveying, computation of areas, suj)plyiug omissions, laying ont and 
dividing land, section leveling, cross-section work, computation of earth- 
work, topography, and the laying out of railroad curves. 

Second year. — (1) Analytic geometry is indicated in the second year 
of pure mathematics. (2) Descriptive geometry, comprising recitation 
work and mechanical drawing, discussion and x^roof of the methods of 
representing (1) geometrical magnitudes, and (2) the solution of prob- 
lems relating to these magnitudes in space, and the application of 
descriptive geometry in machine drawing from models. (3) Shades 
and shadows, linear perspective, and isometrical i)rojections. 

Third year. — (1) Differential aud integral calculns, as indicated in 
the third year of pure mathematics. (2) Advanced surveying, com- 
prising recitation work, field work, and plotting, construction, use, and 
adjustment of instruments not considered in the first year, land sur- 
veying, topographical surveying by tlie transit and stadia, hydro- 
graphic mining and city surveying, the measurement of volume, geo- 



BROWN UNIVERSITY. 177 

detic surveying, and projection of maps. (3) Theory of structure, 
embracing- tlie construction of foundations in all classes of soils, pile 
foundations and substructures, stability of blocks of stone or brick 
entering into the structure of walls of buildings, arches, retaining 
walls, and piers, and trigonometrical calculations of strains on different 
varieties of framed structures, including trussed and susi^ension bridges, 
with both steady and rolling beds. (4) Graphical analysis of strains 
on roof and bridge trusses and other framed structures, and strains on 
cables and other portions of suspension bridges. 

Fourth year. — (1) General theory of equations as indicated in the 
fourth year of pure mathematics. (2) Weisbach's Mechanics. The 
following are among the subjects considered: The laws governing 
motion and force, statics of rigid bodies, theory of the center of gravity 
in surfaces and solids, equilibrium and dynamical stability of bodies 
rigidly fastened, resistance of friction, elasticity and strength of flexure, 
hydraulics, embracing the structure and use of hydraulic machines, the 
investigation of the laws which govern the flow of water from reser- 
voirs, and the flow of water in rivers, canals, and conduit i)ipes, and 
water as a motor. (3) Lectures on the history of architecture and 
architectural construction. (4) Special classes, open to all students in 
mechanical drawing, are arranged according to the wants of the apidi. 
cants. 

Students desiring admission to this course are subjected to an exam- 
ination on the same amount of mathematics as is required of candidates 
entering for a degree. 

The objects sought to be attained are, in the freshman mathematics: 
(1) A thorough knowledge of the elementary principles of mathematical 
science, which will prepare the student for any advanced mathematical 
work. (2) A discipline of the mind to careful analysis and strict logical 
methods of thought and the development of the reasoning powers. 

In the higher elective classes in pure mathematics : (1) Mental dis- 
cipline for those students who do not intend to pursue the subject 
further. (2) A thorough mathematical foundation for all students who 
desire to make mathematical studies a specialty. 

In applied mathematics: (1) The application of the principles of pure 
mathematics to the practical problems of mechanical work and investi- 
gation. (2) To make such use of those mathematical and mechanical 
works within the time allotted to the course as will enable the student 
in the future to pursue by himself more extended works. (3) To pre- 
pare students in engineering to enter at once upon field and office 
work. 

CHEMISTRY. 

The chemical laboratory is open to students from 8 :30 a. m. to 2 :30 

p. m. on every week day except Saturday. It is the design of this 

department to afford instruction in the general principles of chemistry, 

in analytical chemistry, and in the practical applications of the sub- 

1123 R I 12*^ 



178 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

ject. Attention is given to metallurgy, medical cliemistiy, agricultural 
cbcmistry, and the application of chemistry to manufacturing processes. 

The courses are not confined to undergraduates — otlier persons, if 
prepared to j)ursue the study to advantage, being admitted; but a 
knowledge of the general i)rinciples of chemistry is absolutely necessary 
to profitable study in any of the more advanced courses. 

All students in the Avorking laboratory are required, in addition to 
their exijerimental study, to attend weekly exercises covering a review 
and discussion of topics iu general chemistry. The subject is treated 
in tv/o grand divisions — inorganic and organic. One term of the year 
it includes the study of the metals and nonmetals; the other term, 
organic chemistry. These exercises are supplemented by lectures, 
explaining recent progress in chemical theory, and new ai^plications of 
chemical substances and new inventions. 



The conrse in i^hysics begins in the first term of sophomore year, 
with the study of the i)rinciples of mechanics. The text-book used is 
Dana's Elementary Mechanics, which is supplemented by experimental 
illustrations in the class room. Three hours per week during the term 
are devoted to this subject. 

Sound, light, heat, and electricity are discussed in the second term 
of sophomore year, three hours each Aveek, in lectures abundantly illus- 
trnted by experiments. Frequent examinations, both oral and in writ- 
ing, are held to test the progress of the class. 

PHYSICAL I,AHOUAT<)RY. 

Wilson Hall, named in memory of its donor, the late Mr. George F. 
Wilson, of Providence, is now completed and serves as the physical 
laboratory of the university. The structure presents a front on the 
middle campus of 84 feet, and extends eastward 100 feet, with a height 
of 70 feet. It is built of granite and sandstone, with si)ecial regard to 
the solidity required for the purpose in view in its erection. It contains 
rooms for laboratory and class work, a large lecture room, a workshop 
for wood and metals, and also private rooms for sjiecial researches; 
and it is liberally supplied with the appliances and apparatus required 
in experimental mechanics and physics. 

After the completion of this building ample opportunity was pro- 
vided for laboratory work in physics. The following laboratory courses 
arc now offered : {a) A course in mechanical experiment and construc- 
tion, intended to meet the needs of those expecting to follow' mechan- 
ical pursuits, (h) A general experimental course in sound, light, heat, 
and electricity, intended for such as proi)ose to teach these subjects. 
{e) A special c(mrse in electricity. 

Oi>p<)rtuuities for special investigations are afforded lor advanced 
students. 



BROWN UNIVERSITY. 179 



ASTROXOMV, 



Tlie courses of study at present offered in astronomy are t-wo: (1) A 
lecture course in descriptive astronomy. (2) A laboratory course in 
practical astronomy. The former is designed to acquaint the student 
with the fundamental conceptions of the science, the methods of its 
professional study, and the present state of our knowledge of the 
heavenly bodies. A general treatise of astronomy is made the basis of 
the course, and is supplemented by lectures and by abstracts prepared 
by members of the class upon assigned topics. The latter is a technical 
study of the theory of astronomical instruments and practice in their 
use. The sextant, transit, zenith telescope, and equatorial are taken 
up in turn, and problems, such as the determination of time and lati- 
tude, are solved by actual observation and calculation. 



THE T.ADD ASTRONOMICAL OBSERVATORY. 



The facilities for instruction in astronomy were greatly increased by 
the erection in 1891 of an astronomical observatory, through the lib- 
erality of his excellency, Governor H. W. Ladd. The observatory is 
equipped with an equatorial telescope of 12 inches aperture, supplied 
with a micrometer, spectroscope, and other attachments; two transit 
instruments, one of which can be used as a zenith telescope ; astronom- 
ical clocks and minor instruments. On the completion of this observ- 
atory additional courses of undergraduate study were offered, and 
opportunity was given for advanced study leading to graduate degrees. 
It is also expected that certain astronomical investigations will be reg- 
ularly carried on. 

ZOOLOGY AND GEOLOGY. 

Zoology is taught in the second college half year by lectures, frequent 
examinations, and laboratory work. It is the aim to adapt the lectures 
to the needs of the general student. It is taken for granted that no 
liberally educated person should be without a general knowledge of 
the principles of biology, the laws of animal morphology, the relations 
of animals to the world about them and to man, and the probable mode 
of their origin. 

The laboratory work is a course on comparative anatomj-. The 
student is required to draw and to dissect the most important types 
of the animal kingdom, viz, a starfish, clam, lobster, grasshopper, 
beetle, butterfly, a fish, frog, bird, and mammal. He is required to 
examine and draw portions of the skeleton of each type of vertebrates, 
including a comparative study of limbs. The structure of cells and of 
the protozoa, as well as of the sponges, is demonstrated. The course is 
designed to be of value to one intending to study medicine, as one-half 
of the term's work is devoted to a study of the vertebrate animals. 
The course has been enlarged, and more time is given at the end of the 
course to anthropology, or the natural history of man. 



180 1II8TOKY OF HIGHER EDUCATION IN RHODE ISLAND. 

Spc<;i;il facilities aie olCered to anyone desiiin^^ to (]o more advanced 
work in /ooloj^y. 

Specimens of tlie following rarer types liii,ve lately been added for use 
in this department: African lunj;-fisli (ProtojHeni.s) I'oiypierus, iSiren, 
Amphiuma, Ccccilia, and a skin and skeleton of the Australian spiny 
ant-eater {Echidna); also sktiletons and other osteolofiical prcjKirations 
of fishes, batrachians, li/ards, birds, and mammals, ('ollectious illus- 
trating- the invertebrate, crustacean, lisli, amphibian, rei)tiliaii, and 
bird fauna, o I" Rhode Island have been set ajjart in the museuni; and 
valuable histolo^icMl and ('nd)ryolo<;i(';d i>re[)arations have been added. 

Instruction in geology is given during the lirst college half year by 
means of lectures, laboratory work, and field excursions, witli especial 
rclercMice to the geology, structural and economic, of Rhode Island. 
The lectures are illustrated by diagrams, models in wood and plaster, 
and fossils. During 1885 the paleontological collection was rearranged 
and labeled for the use of students. The fossil flora of Rhode Island 
is fully represented, and imi)ort;int animal remains of the Rhode Island 
carboniferous rocks were added in 1888 and 1889. 

The laboratory work comprises an elementary course in mineralogy 
and lithology. Many dujnicate crystals have been ])urchased, and the 
students are allowed to use them freely in their work. A special col- 
lec'tion of Rliode Island minerals and rocks has been formed and 
additional l*vuropean education;!! six'cimens secured. 

Two large nujdels, including one of the Atlantic Ocean bottom, and a 
model of the Caribbean Sea bottom, from the oftice of the U. S. Hydro- 
graphic Bureau, Washington, were deposited in 1880 in the lecture 
room, through the kindness of (Jommander Bartlett, U. S. Navy. 

The lectures on prehistoric anthropology, at the close of the geologi- 
cal course, were in 188!)-'9(), illustrated by prehistoric implements of 
stone, bone, and bronze, with casts, models, and photographs, either 
collected or purchased by the professor in charge of this dei)artment 
in 1889 in France, Italy, and England, and especially from the lake 
dwellings in Switzerland. The fuiuls for these purchases Avere fur- 
nished by an alumnus of the university. 

I'llYSIol.OGY. 

During the first half year a number of lectures are given the fresh- 
mun class upon matters relating to personal hygiene. Attention is 
called to the important laws of health, and practical advice given in 
regard to exercise, hours for study and sleoj), the care of the digestive 
fVuKttions and the eyesight, and other matters in Avhich the habits of 
students are so often faulty. 

In the junior year elementary instruction is given in anatomy and 
idiysiology, the subjects being considered from a scientilic rather than 
from a practical standpoint. The object of these lectures is to lay the 
foundation for a study of the morphology of the lower animals, those 



BROWN UNIVERSITY. 181 

organs and functions which are of particular interest in this c(^iine(;tion 
receiving the most attention. 



Instruction iu botany is given by means of lectures and laboratory 
practice. The course occupies two years. 

The first year is devoted to general morphology, practice iu analyz- 
ing and describing jilants, and the preparation of a small herbarium. 
A few difficult families, such as ComposUce, Cruciferw, and Umbelli- 
ferce are specially treated. Field excursions to neighboring points of 
interest and visits to conservatories are made. Collateral reading is 
required. For this purpose every student must read and prepare a 
digest of at least 2 books from a given list per term. 

In the second year the study of the more difficult families is con- 
tinued for a few weeks. Histological work is theu taken up, and the 
preparation of microscopic objects. At the same time there are lec- 
tures on vegetable jjhysiology, geographical botany, etc. Collateral 
reading is again required, with an occasional paper on some given 
subject. 

P^ach student is expected to pay a small fee per term for the pur- 
chase of specimens used in class work. Original work and observa- 
tion is encouraged. Students are required and encouraged to make 
illustrative drawings from the objects studied. It is designed in all 
cases to foster ijidependent reasoning and thoughtful comparison. 

THE IIERI5AKIA. 

The large and extremely valuable collection bequeathed to the uni- 
versity by the late Stephen Thayer Olney is housed in Manning Hall. 
The botanical lecture room is adjoining, with its appliances for study. 
To the original herbarium there have been added those of Mr. James 
L. Bennett, of Providence, Dr. C. M. Brownell, of Hartford, and the 
cosmopolitan collection of ferns presented by Miss Stout, of New 
York, in memory of her brother. There is also a yearly increment 
from exchange, and from the additions made by the curator to his per- 
sonal gift. . Under proper restrictions the herbaria are made accessible 
to the public and to students. An increasing number of professional 
botanists consult it, and every courtesy is exteuded to them and to 
visitors generally. 

AGRICULTURE. 

The course of instruction in agriculture includes the courses in the 
I)reparatory branches, chemistry, physics, botany, physiology, zoology, 
and comparative anatomy. It also embraces special lectures on agri- 
culture. These relate to the study of soils and to applied economic 
zoology, according to the following schedule of topics: 

Introduction : History of agriculture, tracing its development through 



182 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

the Jewish, Grecian, Jioinaii, Spauish, and English nations to the for- 
mation of agricultural and horticultural societies in the United States, 
with a brief account of the earlier ones formed within the years from 
178,") to 18-1), inclusive. The subject is then continued by the discus- 
sion of the following topics: (1) Primary condition of matter; (li) for- 
luiition of soil from inorganic elements; (.'>) source of oi'ganic matter; 
(4) constituents of ])lants re(|uired by soil; (o) constituents of soil in 
the mass; (G) results of experiments with unfertilized and fertilized 
soils; (7) composition of fertile soil; (8) cardinal law in agriculture; 
(9) rotation of crops; (10) discriminating ai)plication of fertilizers. 

Under the general head of economic zoology are discussed the dis- 
tin(;tive characteristi o of the most approved breeds of both neat cattle 
and horses. Practical instruction is given by the visiting of farms and 
in obtaining and preserving specimens in natural history. Taxidermy 
is also taught when desiretl by the class. 

WILSON. HALL. 

By the will of tlie late George F. Wilson, of Providence, the sum of 
$1(H),000 was bequeathed to the corporation of Prown University, "for 
a building devoted to scientific purposes." It was decided that this 
sum should bo applied to the construction of a physical laboratory, to 
be called Wilson Hall. In June, 1887, a committee was appointed by 
the corporation to obtain i)lans and superintend the erection of the 
building. The plans submitted by Messrs. Gould and Angell, of Prov- 
idence, were accepted by the committee in November, 1888, and work 
was begun June G, 1880. The building is designed in a style of 
Pomariesquc architecture, modified to suit the special purpose for 
which it was erected. Its exterior is of granite and sandstone, and 
has a. front of 84 feet and a depth of 100 feet. The total iloor area is 
about 14,000 sijuare feet. It is constructed in the most thorough nuin- 
ner with a \\c\\ to the greatest solidity and freedom from vibration. 
In front and rear the building contains three stories, while in the cen- 
tral part there are four. By this arrangement a number of smaller 
rooms are provided for storing apparatus — for special research — private 
rooms for the professors and assistants, while the class rooms are 
ample and lofty. 

The building is heated by direct radiation from steam pipes, steam 
being supplied from an outside station, so that there is no dust from 
coal or ashes to be feared. In that portion of the laboratory devoted 
to magnetism both steam and gas ])ipes are of brass. 

In the lower laboratory stand two piers, one 14 feet long by 3 feet 
wide, built up of solid masonry from the ground to the height of an 
ordinary winking table, the other 10 feet long by 4i feet wide and of 
the same height as the preceding, Tliis not only serves as a good 
Avorking pier, but also supports an arch of solid masonry, surmounted 
by a beveled slab of stone 11 feet long by 3 feet wide, which comes 



BROWN UNIVERSITY. 183 

flush witli the laboratory room above. Upon tliis slab the vroikiiig 
table may be i)laced, or be removed at will, leaving' the entire- Iloor 
space free. In the lecture room the lecture desk is supported ou a 
similar slab, 12 by 3i feet, resting ou a i)ier of masonry and flush with 
the plattorm. All the piers are kej^t entirely free from the flooring. 
Besides the piers, stone slabs supi)orted ou brackets built into the 
outer walls have been provided as working tables, since experience 
seems to show that their stability compares very fiivorably with that 
of the inQY^ themselves. Similar slabs are provided outside of such 
windows as seemed likely to be available for the heliostat. 

One 10-horse power Otto gas engine furnishes power for the mechan- 
ical and electrical work to be done, and it is proposed to give special 
attention to these branches of physics. For the X)resent a larger share of 
purely constructive work is planned for than perhaps properly belongs to 
a physical laboratory in the higher sense, but a movement is on foot 
which promises ultimately to eiuxbleus to create a special department of 
applied mechanics, in which case such work will be transferred to 
another building. 

PRESENT POLICY. 

In an interview with President Andrews with reference to what, so 
far as he could say, would be the. policy of the university, he said that 
it would be his aim to make Brown the peer of any college in the laud. 
A movement is now on foot to raise funds, half a million or more, as 
may be necessary, which are to be devoted to the organization and 
maintenance of a school of applied science. A large class in the 
conununity is obliged to go out of the State for a technical trniuing. 
There is a demand for such a school and it Avould receive the support 
of all those interested in industrial i)ursuits. Such a school should 
have a department of design to which a student could come for that 
one branch^ He w^ould favor that those following its regular courses 
should take courses in political economy, English literature, and the 
modern languages, in order that the student might come out not merely 
with an education that will enable him to earn a livelihood, but with 
a liberal education. 

The university is the only one in the State, and it should be made a 
factor for good to all. A liberal education is of necessity acquired 
but by few in a community, and is not fully appreciated by the many. 
President Andrews favors such a movement as one that would deepen 
the hold of the college on the people. We would like to inaugurate this 
very winter, if possible, and, if not, as soon as it may be possible, a 
system of university extension. We would have instructors from all 
of the departments of the university go to Pawtucket, Xewport, Fall 
River, or any part of the State where classes nu'ght be formed. In this 
way the university could be brought to the people and they would be 
made to feel its influence. 



184 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND, 

At tlio opening' of tlie iic;Mlenii<5 year of 1890, arraii^eincnts will be 
made for obtwiiiiiig instruction in electrical engineering-, under the 
charge of a comi)etent instructor. Wilson Hall contains the latest and 
most improved facilities in the dei)artment of physics. 

Then, too, there are exceptional advantages in the city of Provi- 
dence for what the university would offer were there a faculty of law. 

To begin licro a good conrso iu luw ■would not, liowevei', be costly, and there is 
much not only to render effort in that direction desirable, but also to assure its suc- 
cess. The universitj' once had a law department, or at least a professor in that 
branch. Tho common law preferences and procedure characteristic of the Khodo 
Island judicial system render a law school almost a necessity in this State. A noble 
law library is at our doors. Courts jji all varieties, Federal, State, and municipal, 
before wliicli are to bo heard some of tho greatest lawyers of the land, are in opera- 
tion within ten minutes' walk of our chajjel. At the start, three new professors 
would suflifu^; and we should have a law class of 10 or .50 tho iirst term. 

But while there are magnificent opportunities from a school of applied 
science, from university extension, and from a faculty of law, it has 
been and still is his cherish(Hl ])urpose to broaden and dee])en the 
present foundations. Tlie courses iu Latin, (ireek, the sciences, nuithe- 
matics, and nuxlcrn languages would be made so broad and thorough 
that Brown would rank among the leading colleges of the hind. 
The education shouhl be such that the student Avhile specializing 
would not be a mere specialist. He sliould be taught to use his 
mind. Laboratories, while showing him how to do so, should be so 
utilized that the mind would be made still more effective. The whole 
trend of the education should be towards the development of the mind 
by the roundness of an education truly liberal. Brown is cosmopolitan 
in the personnel of tho students. Although the college is denomina- 
tional, students representing nearly all the various denomiiuitions come 
here. The contact of the men from the various sections of the country 
is an important clement in tho education which is here received. A 
student thus learns that there are 44 States besides his own comprising 
the Union. 

The following extracts are made from President Andrews's report to 
the corporation for 18S0-'00: 

We do well, in view of this and such i)ositions which we shall have to equip as 
tho years pass, to direct, so far as possible, whether at homo or abroad, tho advanced 
studies of our most brilliant graduates. A system of homo and traveling fellowships 
would imnumsely aid us in this. Four hundred dollars a year would support a grad- 
uate studiMit at homo; $500 abroad. Gifts of these sums for these purposes, or, bet- 
ter, of foundations assuring them, would bo among tho most accciitablo means for 
])romoting high sch(darsliip among us. While I hoi)e that wo shall never iill our 
faculty with mere 8i)ecialists, it is no longer safe to depend for men to boconu? pro- 
fessors upon siterially ai)t general scholars, ])romoted without particular training, 
from the ranks of the various hsarned ])rofessions. Nor is there any excuse for doing 
this, since there is talent enough available for all reciuired teaching. If it is only 
sought out and guided. Our range of choice being so wide, contracts with instructors 
should bo strictly construed as holding only from year to year, so that none need bo 
retained who do not give promise of uncommon success. New professors, too, unless 
men of settled reputation, should be engaged at first for but three or five years, leav- 



BROWN UNIVERSITY. 185 

ing tlie nnivpTsity in condition to relieve itself of any "^ho may prove inert, inapt, 
or without ambition. The literary institutions of the country suffer distressingly 
to-day from professors and other officers who, sure of their tenure, have remitted 
zeal and come to treat their positions as a mere convenience. 

Let none of the above suggestions touching our needs be taken as a complaint. 
The prospects for our university seem to me to be, on the whole, very encouraging. 
We may look for a considerable accession, in the course of years, to the number of 
our students; and if we display progress, proper enterprise, and sound financial 
wisdom, wo shall, I believe, secure abundant funds. 

Supi)Osing that we may hope for advance, what ought to be our policy? My sen- 
tence IS that we should toil primarilj-, sedulously, unremittingly, and always to 
enlarge and strengthen the old iilant, to make even better, richer, wider, that genu- 
inely liberal education which it has for a century and a quarter been the pride of 
Brown University to give. However the curriculum may expand, the aim in this 
part of our work should never change. 

But to perfect the plant as is desirable, not to speak of remote requirements, sev- 
eral new iirol'essorshijjs are needed — a professorship of European history, a profes- 
sorship of x^olitical and social science, a professorship of philoso'hy, a professorship 
of English and Ann rican literature apart from rhetoric, and a professorship of the 
history and criticism of the fine arts. We must speedily have, besides, an assistant 
professor in chemistry and another in physics. 

With such an increase of force — indispensable, whether we wish to furnish the 
ideal liberal education or only to compete with other good institutions — we shall 
be enabled to attain a second most valuable end — the establishment of a graduate 
course. 

HISTORICAL AND ECONOMIC ASSOCIATION. 

The Uuiversity during- the year 188S-'89, iiuder tLe auspices of the 
Browu University Historical and Economic Association, maintained 
two courses of lectures. These were held in Manning Hall, and were 
open to the public. Large audiences showed the interest which was 
manifested. 

In 1889-'90 there were two courses, one of 6 lectures on The State 
and Social Eeform, and the other of 4 lectures on Eailroad Problems. 
The lecturers in the first course were: Prof. Woodrov\^ Wilson, ll. d., of 
Wesleyan University 5 Eev. John G. Brooks, of Brockton, Mass.; Hon. 
Francis Waylaud, ll. d., of Yale University; Prof. F. W. Taussig, of 
Harvard University; Gen. Francis A. Walker, ll. d., of the Massachu- 
setts Institute of Technology ; Rev. Edward Everett Hale, d. d. ; and 
in the second course Prof. Davis R. Dewey, of the Massachusetts Insti- 
tute of Technologj^; Edward Atkirson, esq., of Boston; Prof. Henry 
B. Gardner, of Brown University; Dr. Edwin R. A. Seligman, of Colum- 
bia College, and Alfred Stone, esq., of Providence. 

During the winter of 1890 -'91 there were two courses, the first on 
the History of Political Parties in the United States; the second on 
Money. The lecturers in the first course and their subjects were as fol- 
lows: Hon. Andrew D.White, ll. d., ex president of Cornell Univer- 
sity, The Influence of America on the French Revolution; Prof. Anson 
D. Morse, of Amherst College, Political Parties ; their Nature, Uses, and 
Claims; Prof. J. F. Jameson, of Brown University, The Origin of Par- 
ties in the United States; Prof. Anson D. Morse, The Parties of the 



IS'O HISTOKY OF HIGHER EDUCATION IN RHODE ISLAND. 

Fetloralist Period; Prof. Charles II. Leverniore, of the Massacliusctts 
iDStituteof Technology, The Ifiseof the Whig- Party and of Jacksonian 
Democracy. 

Tlie lecturers in the second course and their subjects were as follows: 
Dr. E. B. Andrews, president of the University, The History of Our 
Silver Dollar; Prof. F. W. Taussig, of Harvard University, The Silver 
Situation in the United States; Hon. Nelson W. Aldrich, of the United 
States Senate, The Future of Silver; Mr. Willard C. Fisher, instructor 
in Brown University, Do We Need More Money?; Prof. J. Laurence 
Laughlin, of Cornell University, The Subtreasury System. 

UNIVERSITY EXTENSION. 

As early as 1785 a course of i)ublic lectures was given in the State 
House, under the auspices of the university. Under the presidency 
of Dr. Wayland, the proiessor in chemistry offered to the mechanics 
and artisans of Providence a course of 8 lectures in The Chemistry 
of the Precious Metals. Within recent years courses of a general 
nature have been given in Manning Hall, and the public has been 
invited. The Historical and Economic Association of Brown Univer- 
f ity, for the last five years has oflered 2 courses each year in the 
Held of history and politics. But in the winter of 1890-'91 a course 
ill university extension was started in Pawtucket, a manufacturing 
{;nd industrial center. This course was experimental, but so successful 
as to encourage the intro<luction of similar courses in other cities in 
the State. 

The following announcement of the scheme was given a wide distri- 
bution in the city : 

laiODE ISLAND rXIVEIJSITV EXTENSIOX. 

After the example of the great English universities, it is proposed to open iu the 
Iiigh school building in Pawtuc-ket, soon after January 1, 1891, provided that by 
lliis date fifteen applications for each course have been received, two courses of 
thorough scientific lectures by members of the faculty of Brown University, one on 
astronomy, the other on botany, each course consisting of 12 lectures. If they 
prove to meet a public Avaut, these courses will bo followed iu subsequent years by 
t!io same and by similar ones on other subjects, covering in a few seasons the entire 
round of science, philosophy, and literature, so far as such subjects can be presented 
in the English language. The lectures, Avhile as free as possible from mere techni- 
calities, and open to persons of both sexes and all ages, will be intended not for the 
curious, but only for thoughtful and studious people, clergymen, teachers, clerks, 
luoehanics, and others who are willing to pursue attentively at least one entire 
course. At the end of each course pupils who desire will be examined, and, if they 
pass, receive a certificate of that fact. Those who pass in ten courses, making up a 
" cycle," "will receive an engraved diploma, constituting them members of the Rhode 
Island University Extension. 

The fees will bo $3 for each person for each course, with 50 cents additional per 
person for each examination. Persons desiring to take one or both of the above 
courses are requested to register their names at once with the superintendent of 
schools, Pawtucket. For further information apply to 

E. Benj. Andrews. 

Bi!(v.vN UxivEiisrrv, Xorcmhcr 1, LS90. 



BROWN UNIVERSITY. 187 

Tlie superintendent of i)ab]ic scliools sent circulai^s like the follow- 
ing to the manufacturers^ who put them in the hands of their opera- 
tives : 

Pawtucket, R. I., Decemler IS, 1S90. 
In cooperation with President Andrews, of Brown University, I am trying to 
spread the knowledge of the university extension as widely as possible. It is 
desired especially to reach the more intelligent laboring classes. 

May I trespass upon your good nature to the extent of asking you to post one of 
the inclosed circulars where it will bo seen by your employes, and to have the 
others handed to persons likely to be interested. I shall be glad to send more circu- 
lars if desired. 

Trusting that you will be interested in advancing the movement, and thanking 
you for your trouldo in the matter, I am, 
Yours, sincerely, 

Henry M. JIaxsox, 
Supcrintendenl of Puhlic Schools. 

The programme of the courses given stated : 

In carrying out the proposed plan of putting the advantages of the university 
within the reach of every jjerson, without regard to his residence or circumstances, 
the president and professors of Brown University have arranged for this year the 
following courses of lectures to be given at the Pawtucket high school. There are 
12 lectures in each course, one occurring each successive week at 8 p. m., astronomy 
beginning January 12; botany, January 14; German literature, January 17. 

Asironomy , hi/ Prof. W'nislow Vpton. 

The course will treat upon the motions of the heavenly bodies, the diurnal motion 
of the heavens, the annual motion of the sun, the motion of the moon, planetary 
motions, and stellar motions, describing each in its turn and referring it to its true 
cause. The results of their combinations will be discussed and certain practical 
applications shown as they are used in measuring time and arranging the calendar. 

Botunii, h>j Prof. W. W. BaUcnj. 

This course will be essentially practical, the aim being to give each member of 
the class the ability to take up and continue the study and classification of plants by 
himself after the course has been finished. The class will bo set to work, flower 
and microscope in hand, after the class-room method used in the university. 

German literature, hy Prof. AJon:o Williams. 

Considering the place of literature in education, the land, the people, language, 
and literature of ancient Germany, the great epics of the language, with a treat- 
ment of the various eras and possibly some verse translations and discussion of the 
Niebelungeulied and Parzival. This course will be given in English and will be 
interesting and instructive to those who know nothing of the German language, as 
well as to those who do, and should appeal to every student and lover of literature. 
It has been decided to hold this class also in the evening instead of the afternoon, 
as at first talked. 

Each student can take one course or more, as he wishes; he can devote extra time 
to study or not, as his circumstances jtermit; there will be no examination except 
for those who desire it. 

It is not a money-making scheme, nor, on the other hand, an ordinary lecture 
course. It is simply and solely a phin to give everyone, regardless of occupation 
or circumstances, an opportunity to get some of the benefits of a college education. 



188 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

The fee is $3 fur each course of lectures. It is desirable that liauies shoukl be 
previously sent to me at Music Ilall, but i)ersons may join the opening night if this 
is not convenient. 

Tlio speciiiieii caid gives the details of the course aliectiiig the stu- 
dent: 

[PreHcrvo tbis.j 
IinODE ISLAND UNIYERSITT EXTENSION. 

CUll) oe JIATKICULATION.' 



Tlio lioUliT- <if tlii.s card, M 



ot 



ms been enrolled and cxaniined^ in 



[Naiuoni nill.] 
Kliodi' Tsl.Tiid University exi-onsion courses, as indicated below: 



i Date of 
Name of course. begin- 
ning. 


Fee, $3.1 


Signature of in- 
structor. 


Date of 
examina- 
tion' and 
result. 


Signature of ex 
amine r. 


Fee, 50 
cents." 


1 
i 






















■ 1 

























•No person is a member of the class who has not a matriculation card. Each card has spaces for 
10 courses, or a cycle. 

* Let tbe pupil write his or her name in full, and rosidenco. The instructor will then write in the 
proper places the name of the course, the date of beginning it, and the word " paid' when tho fee 
is collected. 

sNo examination is required, but any pupil who desires can be examined in any course. Examina- 
tions passed in 10 courses, or a cycle, entitle to a diploma. 

^Fee.s are due in advance. The word "paid " in this space, in the handwriting of the instructor, is- 
a aiifiicieut receipt for tho fee. 

*Write "passed" or "failed." Fee must be paid in either case. 

sTheword "paid" in this space, in the handwriting of the examiner (usually tho same as the 
instructor), is a sufficient receipt. 

While these courses are experimental, the indications show a spirit 
of appreciation on the part of those following them. By February 1, 
1891, the average attendance was 30, a few students taking the 3 
courses, but the majority following 1. The students are chiefly from 
the professional classes, and. the cooperation of those engaged in 
industrial pursuits has not been so largely secured as could be wished. 

President Andrews expressed himself as pleased with the initiative 
courses, and has organized others in different parts of the State. 

PROFESSOR GAMMELL. 

In the history of an institution of learning there are certain profess- 
ors who stand out in bold relief. They have not been content sim[)ly 
to do well what have been their allotted tasks, but they have recog- 
nized the high possibilities of their calling. Men of strong person- 
ality, they have left impressions of character on their students, who 
will remember these lessons long after those of the class room have, 
faded from memory. 



BROWN UNIVERSITY. 189 

Such men kneyr that they had the possibilities of molding the lives 
and shai)ing the character of their pui)iLs. How well they succeeded 
may be seen in the tributes of respect and gratitude which are paid 
by their students when they learn that they, in common with their col- 
lege, are called to mourn the departure of an honored teacher. Many 
such tributes bear testimony to the fact that aspirations were aroused 
and noble purposes were deepened by the contact and by theiutlueuce 
of a manly professor. 

It has been the rare good fortune of Brown that she has always had 
men like these, either in the active labors of the academic staff or in the 
prudent counselings of governing boards. Many of these men came 
under the influence of Wayland during his i)resideiicy, and they in turn 
testify their indebtedness to him. It is admitted that the iiiflueuce of 
Wayland in the history of the college has been most productive of good, 
and his successors, as they have approached his characteristics, have 
received an additional word of praise. 

Prof. William Gammell, whose death occurred in 1889, was one of 
the names that the university will cherish. Although he left the aca- 
demic chair in 18G7, he had not ceased to identify himself with the 
university. After thirty -two years of service, as tutor and professor, 
he withdrew in the in-irae of his powers. His influence may be said to 
have continued, in that his successor to the professorship of history 
was Dimau, his pupil. Prof. Gammell's connection with the university 
was contemporaneous Avith some of the most honored and brilliant 
men who were called to preside over or guide the instruction. He was 
associated with Wayland, iSears, Chace, Dunn, Caswell, Lincoln, Diman, 
and many others who had the best welfare of the college at heart. 

Graduating in 1831 with the highest honors of his class, he was 
called the following year to a tutorship at the college. He was called 
tutor and lecturer in the Latin language and literature. His promo- 
tion to the assistant professorship of belles-lettres followed in 1835. 
He was associated in this chair with Prof. William G. Goddard. In 
1837 he was apjiointed professor of rhetoric, and the chief labor of 
the department devolved upon him, owing to the i)oor health of Prof. 
Goddard. 

The " new sj-stem," as planned by Wayland in the reorganization 
of the instruction of the college, constituted a separate departm.ent of 
history. To this chair Prof. Gammell was transferred and held the 
professorship of history and jwlitical economy till his withdrawal in 
1867. But his withdrawal from the duties of a professor by no means 
withdrew him from the heartiest cooperation in the interests of the 
college. He was elected a member of the corporation in 1870, and 
was actively identified with the management of the college. After 
his resignation from his xJi'ofessorship he devoted himself to labors in 
behalf of public charity and philanthropy. This President Wayland 
and Prof. (Jhace had also done. 



190 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Ill the biograpliy of Prof. Gammell appears the following letter, of 
wliicb a x)art is quoted. It was written by Dr. Tbayer, of Newport: 

Nkwpout, 3Iarch 15, 1S90. 
I have been asked to join in .1 testimonial to Prof, Gammell. My increasing inter- 
conrso with him of late years has made mo feel his loss too much not to comply with 
the request. One shrinks from a formal tribute to a friend. Yet it is a real tribute 
which I pay Prof. Gammell in saying that through all the changes about him he pre- 
served his icU-ntity. For nil agree that a wonderful process of assimilation is going 
on, and everybody is becoming like everybody else. Perpetual contacts with all sorts 
of peojjle are unconscious attritions that rub down personal peculiarities to an unin- 
teresting sameness. Fashionable life renders its votaries indistinguishable by llie 
enamel it putson them. Politics bring men into disgusting resemblance, while our lit- 
erature of all kinds is strangely alike and ibrms its readers to its own average. What 
wonder, then, that men lose or greatly qualify their identities, that colleges are con- 
forming to the pattern of the age, and that presidents and professors are becominglike 
the rest of mankind — the presidents largely employed in collecting funds, and the pro- 
fessors no longer living and working in the college only, but playing the scholar in 
jjolitics and acting in perii)atetic universities. But Prof. Gammell was wholly formed 
in Brown University when — defects and all — it was the old American college, and 
his life was concentrated there with singular devotion. That cast of character he 
never lost, not obtrusively, but decidedly it impressed yon, and it was easy to con- 
ceive him in the classroom. His opinions were positive and given emphatically, hut 
not offensively ex cathedra. He loved racy good Engli.sh, taught it and used it, though 
I doubt not he exercised literarj' charity for his pupils and friends who have come 
to prel'er poets and thinkers whose meaning is not jilain to their readers nor prob- 
ably was to themselves. The professor was a "gentleman of th^ old school," and to 
those who did not know the man ho might have seemed reserved, but from the testi- 
mony of his pupils he had a warm fund of sympathy and a genial interest for them. 
He was a member of the "Friday Club," and his interest and devotion to it contrib- 
uted to the success of tho gathering. Some of the papers there presented have been 
jirintcd. 

THE LIBRARY. 

The historian of an institution is able to appreciate the benefit to it 
of founders who were men of wisdom. President INIanning appreciate<l 
the need of books for the college. The culture and learning of the day 
were in books, and these were expensive. The professors were not 
able to provide themselves with such books as were necessary for their 
own libraries in the various departments. It was necessary that the 
centers of learning should have libraries, not only for the use of the 
students but for consultation by the instructors. 

If Khode Island College was to be an influence in the coiniu unity and 
if it was to be a center of learning, it must Jiave a working library. 
President Manning clearly saw the necessity for this and very early 
used his influence towards its accomplishment. The success which 
attended his eftbrts has been evinced by the steady growth in the col- 
lege and the formation of the nucleus of an excellent library. 

Two years after the removal of the college to Providence the number 
of books was 250, " not well chosen, being such as our friends could 
best spare." 



BROWN UNIVERSITY. 191 

In 1782, at the reorganization of the college after the interval of the 
Kevolution, there were 500 books, '-most of which are hoth very 
ancient and very useless, as well as very ragged and unsightly/' By 
subscriptions and by the gifts of friends additions were made so that 
the number was increased to about 4,000. It is of interest to note that 
several donations of books were made by Englishmen, showing their 
interest in the college, although the incidents of the Kevolution were 
still fresh in mind. 

The library was placed in the east room on the second floor of Univer- 
sity Hall, till it was removed to Manning Hall. The books com- 
posing the library were theological and biographical chiefly, although 
some were scientific and historical. Very many of the early accessions 
were obtained by purchase, the money having been subscribed by 
friends, so that the deficiencies of any department could be supplied. 

From the by-laws adopted in 1785 are taken the following extracts: 

Tlie librarian shall keep the library room neat and clean, and in delivering out 
books he shall suffer none of the students to derange or handle them on the shelves. 

Ho shall demand and receive a fine of sixpence for every time that any student 
hath suffered a library book to be uncovered in his possession. 

He shall open the library room on such day of the week as the president shall 
from time to time direct, and shall keep it open from 1 to 3 o'clock in the afternoon. 

The sum of $25 was paid the librarian in 1792, and in 179G the fresh- 
man class was admitted to the use of the library on the same terms as 
the other students. 

The friends of the college remembered the library, and legacies of 
valuable books were left to it. That of the Rev. William Eichards, of 
Lynn, England, was rich in books illustrative of Welsh and English 
antiquities. Other smaller but valuable bequests were made. 

In 1831 an efibrt was made to raise $25,( 00 for the purchase of books 
and apparatus for the philosophical" and chemical departments. Nearly 
$20,000 was secured and invested till it should reach the desired sum 
of 825,000. The room in University Hall was by this time " crowded 
to excess, unsightly, and wholly unsuited for the purpose to which 
from necessity it was devoted."' 

In 1835 Manning Hall was dedicated. This building had been 
erected by the generosity of Nicholas Brown, and was to serve as a 
chapel and library. This building afforded more room, but was not 
conveniently adapted for a library, nor was it firei^roof. However, the 
library remained in this building till 1878, when it was removed to the. 
present building. In 1843 the number of volumes was about 10,500. 

In the next decade valuable additions of French, German, and Ital- 
ian books were added, having beew carefully selected by Prof. Jewett, 
who was at the time in Europe. He was also successful in securing a 
valuable collection of English books, including one of Shakespeariana. 
A collection of patristic works was commenced in 1847. This was 
enlarged by the efforts of some of the city clergymen, and a very com- 
plete set was secured. 



192 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Such was, in outline, the growtli of the library till its removal in 1878 
to the i)resent building. The words of President Robinson at the ded- 
ication of the building fittingly characterize the library. '' Admirable, 
spacious, complete, massive, imiiosiug, enduring as is this structure, the 
library which is to occupy it is not unworthy of its i)]ace. No college 
library perhaps in the country is better fitted to the uses for which such 
libraries are supposed to be gathered. It has never been the recep- 
tacle of cast-off books ; it has uever been encumbered by gifts of unsal- 
able private libraries. Its 50,000 volumes have been selected under 
scrutinizing eyes with unremitted care that the best authorities in 
every department of learning should find a place on its shelves. Even 
its largest jiurchases have been made with extremest care and by well- 
read men." These facts bridged a mighty chasm between the present 
aud that early day, when the library had but 250 volumes, " not well 
chosen, being such as our friends could best spare." 

The present building is fireproof, and the plan is that of a cross with 
octagonal radiating wings. The reading room is iu the center. Light 
is obtained from the large windows of the cupola and also by small 
windows in each alcove. Particular attention was paid to lighting and 
ventilation, two excellencies which here have been secured. Each of 
the three wings, octagonal in shape, contains 24 alcoves. The west 
wing is devoted to history. Over the window in each alcove is the 
general classification: Biblical literature, theology, religious history, 
biography, voyages and travels, American history, English history, 
general history. The north wing is devoted to science, with the follow- 
ing classification : Jurisprudence, political economy, philosophy, natural 
history, medical science, useful and fine arts, mathematics, chemistry, 
physics. The east wing is devoted to literature. The classifications 
are: Bibliography and literary history, philology, Greek and Latin 
classics, collected works, English and American literature, foreign liter- 
ature, i^eriodicals. 

Each alcove is supplied with a table and chairs so that the book can 
be consulted there. The students have free access to all the alcoves on 
the ground floor, and may obtain permission to consult books on the two 
upper ones. Regarding the free access of students to the books the 
librarian says: 

It was early my conviction, and an experience of forty years as a librarian has 
only served to confirm it, that the books of a college library should be so arranged 
as to allow the students to consult and handle them freely. Catalogues, however 
necessary aud accessible and however carefully and skillfully prepared, can never 
take the place of the books themselves iu a collegiate institution. It requires, more- 
over, no small degree of knowledge and patience to consult a modern catalogue of a 
large collection of books. Hence, the jiresident of Harvard College, at a recent 
meetiug of the American Library Association, facetiously remarked that although 
he might claim to be as intelligent as the ordinary frequenters of a library, he did 
not know enough to use a card catalogue. 

The library has open shelves where the books can be readly handled by all, aud 
quiet, well-lighted alcoves, with convenient tables aud scats, inviting to study and 
research. 



BROWN UNIVERSITY. 193 

This arrangemeut is of great advantage to the student, for he can 
see very quickly ^Yhether a book is one that he may ^aut. In addi- 
tion he gains some knowledge from the titles, for he knows where 
to go for a book although he may not need it at once. Alumni from 
neighboring cities have come to consult this library simply because 
they had free access to the shelves, and they have been rewarded by 
finding books of which they had no knowledge. One member of the 
class of 1858 felt indebted to the library to such an extent that he pre- 
sented a valuable collection of works on pedagogics. 

The catalogue is of the card system, arranged so as to shew titles, 
authors, and subjects. The books are recorded by numbers which 
show the alcove, x>ress number, shelf number, and the number of 
the book on the shelf. Thus 6-1-9-26 mieans alcove six, press 
one, shelf nine, book twenty-six. Ou the ground floor there are 9 
shelves in each alcove, and 7 on each of the alcoves on the two upper 
floors. Each shelf is 30 inches long. Each book is charged to the 
student, who signs the register in which it is recorded. 

The library funds amount to $46,000. Of this amount $10,000 is a 
bequest from the late Prof. Gammell, for the purchase of books relat- 
ing to the history of the United States. Ten thousand dollars consti- 
tutes the " Olney fund" for the purchase of botanical books and plants. 
The balance, including a bequest of $500 from the late President W ay- 
laud, was raised by subscription in 1831, and is called the "library 
fund." To this the Hon. isicholas Brown contributed 810,000. 

The library is open in term time each week day, except Saturday, 
from 10 to 4; on Saturdays from 10 to 1; during vacations on Satur- 
days only. The central part of the library is open also from 7 to 10 
each week-day evening, except Saturday, not, however, for the draw- 
ing and return of books, but for reading, consultation, and research. 

Members of the corporation and of the faculty, also every donor 
residing in Providence, of 8500 or more to the funds of the university, 
may use the library without charge. The library committee can 
grant this i^rivilege to others, but by vote of the corporation, per- 
sons not exempted in any of these ways, including students and grad- 
uates, pay for library privileges the sum of 85 each, per annum. 

During the year 1890 the library was increased by the addition of 
575 volumes by purchase and 540 volumes and 1,884 pamjihlets by gift. 
It now numbers about 80,000 bound volumes and 20,000 pamphlets. 

There has been placed in the rotunda of the library building an ad- 
ditional long table, upon which are placed a large number of books for 
ready examination by students. This collection, varying from time to 
time, includes recent accessions to the library, books recommended by 
professors for consultation by students in connection with topics dis- 
cussed in the lecture room, also works illustratiNe of archteology. 

Any mention of the library would be incomplete without reference 
1123 R I 13 



194 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

to tlic librariiiii, Dr. 11. A. Guild.' IIo is ono of the best friends of the 

students, nor does he forget them after tliey graduate. Each ahimnus 

as he returns to tlie university invariably finds himself at the library, 

where he is sure of a cordial "welcome and a genuine interest in what 

he has been doing, on the part of the librarian. It would seem as if 

Dr. Guild spent uearly as much of his time on the steps and vestibule 

of the library as in his room, so reluctant is he to allow his friends to 

depart, and such hard work is it for them to get aAvay. He is sure to 

make some inquiry legarding a classmate, or relate some anecdote 

concerning an alumnus or a friend of the college. He is always willing 

to do all he can for the students, in aiding them in their use of the 

libiary, and more than one, on his return in after years, has made 

recognition to the doctor of the obligation which he felt towards him. 

He is a loyal son of his alma mater, and no one is more conversant 

with her past. 

BROWN IN 1861. 

Keference should be made to the part Avhicli the university took in 
the scenes of 1SG1-18G5. The echoes of conllict are now growing fainter 
and fainter, so that mention can be made of events Avhich leilect credit 
on the college, without exciting aversion from those who took opposite 
vsides. 

The enthusiasm was intense among the students, and they all acted 
in accord with what each considered the duties of the hour. The spirit 
which had animated the early years of the college, when the buildings 
were given up for barracks and hospitals in the Kevolution, still seemed 
to be i)resent. 

When, after the close of the strife, it was desired to recall and com- 
memorate the sons of Brown who had shared in the conflict, and who 
had given up life itself, the choice of the students was the erection of a 
mural tablet in the chapel. At the commemorative exercises in the 
chapel, the address was given by Prof. Lincoln. It is presented entire, 
because it is a refutation of the charge that the scholiU' takes no part 
in politics; that liberal studies withdraw the student from interest or 
activity in passing events that concern his fellow-men or his country: 

If I ispoak at tliis time in behalf of the faculty it is for the purposo of making it 
tlislinctly understood thattlieir part in tlio work now consnmniatcd has been merely 
formal. To tho uudergrnduates all tho praise belongs. From them the suggestion 
came, and save that to my colleague, tho professor of Latin, thoy owe the torso and 
admirable inscription, they have had tho matter wholly in their own hands. I uced 
hardly say that this gives a peculiar interest to our present services. So far as I 
am aware, no such tribnte has been paid iu any of our sister colleges. Some, with 
imposing eerenu)nies, have commemorated their unreturniug dead. Ono lias with 
great propriety decided to devote a chapel to the precious m(;mory of sacrifices 
which, iu an earlier age, "would have swelled tho lists of saints and martyrs, while 
our most ancient university seeks expression for her jjroud sorroNv in a memorial 



^Dr. Guild and tho late Prof. Diman had much to do with building up the library 
collections of Brown University. — Ei>. 



BROWN UNIVERSITY. 195 

hall, "vvhoso Htately front "will l)oarthe Uiuiie.s ol'licr lieroos, whilo its inner walls will 
be elo(incnt with their pictnrcd lips. Bnt sncli costly offerings Ciiii conio only from 
the whole body of alumni, while the sim])le tablet which we set up to-day derives 
its distiuctive A-aluo from the fact that it is a student's tribute. And if, as the Roman 
historian holds, next to tho doing of great deeds must bo reckoned the right 
appreciation of them, this tablet Avill servo iu two ways as an enduring testimo- 
nial; for while, on the one hand, it will bear witness to the magnanimity and love 
of country of thoso quipro libertale ct i>ro rdpuhlicce integritato laid down their lives 
on the blood-stained field, or languished them away in tho unwholesome prison, so, 
on the otber, will it iurnish the evidence that one mind animated tho mass, and that 
thoso who could not themselves share iu the saerilice were prompt to testify their 
sense of its greatness. 

To the faculty and to the students alike it seemed eminently fit that such a memo- 
rial should bo erected here ; that here, as wo gather to our daily devotions, wo might 
be reminded of thoso who only a short time since sat with us on those benches and 
joined with ns iu our accustonujd hymns of praise; and that hero those who in years 
to como shall fill our places may learn that study is not an end in itself; that liberal 
culture looks to larger results than are included in mere academic success; that the 
finest discii)Iino becomes contemptible if not coupled with tho manly virtues. Not 
what wo learn, but tho use we make of our learning, is what tells tho story. Surely, 
if the instructors in this institution ever grow negligent in inculcating these high 
lessons the very stono will cry out. 

And if any of you, who have been long out of college, are curious about tlie kind 
of training th;it has been furnished of lato years, you may study the best proof of it 
in that inscription, Ahcunt sliidia in mores — let tho lofty public spirit of these ehil- 
dr(!ii of our common mother, their fidclty to duty, their valor, their endurance speak 
f(u- the training she gave tliom. She carves their names in her holiest place, in 
recognition of tho new lustre they have added to her ancient faiiu^ Tho evidence 
here furnished of tho intrinsic worth of our established method of academic disci- 
pline is tho moro striking, because it is just hero that the common objections to it 
are urged with the greatest force. That method, you are aware, has been severely 
criticised as unsuited to tho present age. Such exclusive devotion, it has been 
claimed, to abstract studies but poorly hts tho understanding to deal with practical 
coiKicrns; such prolonged contact with tho part is ill adapted to awaken sympathy 
with tho living present. Thus wo furnish a i)uny intellectualism at tho i)rico of 
those manly qualities which are tho conditions of all real success, llow far these 
reproaches were well founded, let tho experience of this, and kindred institutions, 
show. When tho call of tho President revealed tho j)ublic peril, who sprang to 
arms? Where all jjrofcssions, all ranks, all conditions showed such alacrity, it might 
seem invidious to claim special praise for any single class, but let it never be forgotten 
that among thoso who hurried earliest to the strife, in thoso shameful days when 
one and another of tho men who had been trained at West Point was proving faith- 
less to his trust, was a largo proportion of the students of our college; a proportion, 
iu some instances, so largo as seriously to interfere with tho routine of academic 
duties. It is safe to aflirm that no one class of tho American people was represented 
iuso liberal a ratio as tho very class whose training has been decried as tendiu"- to 
keep them at a distance from tho questions of tho day. And in this respect our 
experience has been tho experience of thoso before ns. In that matchless eulogy 
which Pericles pronounced at tho beginning of the Peloponnesian war ho proudly 
claimed that Athens had lost nothing in the cultivation of thoso arts to which she 
owed her highest fame; and we, too, on looking back on our record, rememberin"- 
tho readiness with which so many of our educated youth made sacrifice of tho hopes 
of years, recognizing tho conspicuous ability so often shown in tho novel and 
arduous positions to which they were summoned, bewailing, alas, what may not oven 
now bo mentioned without renewing in the hearts of some hero present a grief too 



196 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

sacred and too recent to be disturbed, may repeat vritli added emphasis the words of 
the great Athenian orator, "We have not been enfeebled by philosophy." 

And never again let it be said, as more than once it was said before the rebellion, 
that our educated men, as a class, are the most disloyal to our institutions. There is 
no such antagonism between liberal culture and reiiublican ideas. From a certain 
narrow national conceit, the offspring of ignorance and prejudice, culture, of course, 
emancipates the mind; it renders love of country a rational sentiment; it leads us 
to regard political forms as possessed not of absolute, but only of relative excellence ; 
it warns i:s against supposing that any contrivances of man are perfect or destined 
to endure forever; but that an enlargement of the understanding, in the study of 
philosophy and history, a thoughtful survey of the forces which have shaped society, 
a just appreciation of the controlling political ideas that underlie the mightj^ move- 
ments of modern times, have any tendency to shake our coufidence in the great 
experiment for which the New World was reserved by Divine Providence for so 
many years, our recent experience has triumphantly disproved. It is the wiser judg- 
ment of one of the profoundest political thinkers of our day, whose views have had 
no little influence in molding the present generation of American students, that a 
political system like ours is precisely the one which requires the " greatest maturity 
of reason, of morality, of civilization, in the society to which it is applied," and if, 
as Guizot affirms, modem society has penetrated the ways of God, it is because the 
scope and motive of modern politics are coming to be the more adequate expression 
of that Divine and Universal Justice which men of genuine culture have been in all 
ages most swift to recognize, and in advancing which they have come nearest the 
prize of the mark of their high calling. 

The inscription was cut on a block of white marble, which is placed 
ill Manning Hall. 

In. Memoriam. Fratrt-m. Suorum 

Qui. Pro. Libertate 

Et. Pro. Reipublic^e. Integritate 

In. Bello. Civili. Ceciderunt 

LlTERARUM. StUDIOSI 

In. Hac. Universitate. Commorantes 

Hanc. Tabulam. Posuerunt 

MDCCCLXVI. 

SOCIETIES. 

In 1821, in consequence of the revival of 1820, was formed the Reli- 
gious Society of Brown University. The object of the society will be 
seen from the i)reamble: 

Impressed with a sense of the numerous temptations to Avhich we are exposed 
and feeling the continual need and guidance of Almighty God, our Heavenly Father, 
we unite in this society devotedly to supplicate the throne of grace ibr the blessing 
of Heaven on our exertions to promote vital piety and sound morality in this insti- 
tution. 

The regular meeting was held in the university chapel autl was a 
conference meeting. A yearly public meeting was held in the First 
Baptist Church, and a sermon was i^reached by some leading clergyman. 
President Wayland was invited to preach regularly before the society 
Sunday afternoons, and he continued to do so during the remainder of 
his presidency, more than twenty years. This society was quite simi- 
lar in its organization to the Collegiate Young Men's Christian Asso- 
ciation. 



BROWN UNIVERSITY. 197 

In May, 1827, a cliange was made in the name of the society and it 
was known as the "Society for Missionary Inquiry." The object of the 
society now was " that the members might jiossess the means of extend- 
ing their knowledge resi^ecting the moral and more especially the reli- 
gions condition of the world." In 1834 the original name was resumed, 
because a special society for missionary inquiry had been organized. 
In 18G3 the organization of the society was discontinued, but the weekly 
prayer meetings were held as usual on Wednesday evenings for twenty 
years. 

A notice of the organization of the Young Men's Christian Associa- 
tion of Brown University appeared in the college publication for 1883, 
and in 1886 the Society for Missionary Inquiry was merged in the 
Young Men's Christian Association under the name of the Department 
for Missionary Inquiry. An annual sermon is still preached to the 
society by some leading divine. The Young Men's Christian Associa- 
tion, which is a branch of the intercollegiate association, has charge of 
the religious meetings and work of the students. Religious services 
are held m the chapel every morning, except Saturday and Sunday. 

LITERARY SOCIETIES. 

Particular attention had been given at Rhode Island College to ora- 
tory, and the early presidents had been good public men. The grad- 
uates of the early classes had the reputation of being accomplished 
speakers. A society "for the promotion of social intercourse and for 
improvement in forensic discussion" was formed in July, 1794. The 
number was limited to 20, and all the proceedings were secret. The 
name was the "Misokosmian Society." The literary exercises consisted 
in the discussion of prepared compositions or extemporaneous speak- 
ing on assigned topics. 

As this was one of the earliest secret societies at the university, its 
object, as set forth by the preamble and compact, will be of interest: 

Knowledge and virtue are the constituent principles of human happiness, and 
happiness is the ultimate end of human existence. Individual weakness forbids 
extensive research in the iields of science. Knowledge, therefore, must forever be 
exceedingly confined, without that reciprocation of ideas and that ardor of inquiry 
which alone result from social intercourse. Such are the unalterable laws of our 
nature that those sentiments of mind and those feelings of heart which make men 
happy can have no existence out of society. An interchange of wishes and union of 
interests alone can give birth to benevolence, humanity, friendship, and all the finer 
emotions of the soul. 

The membership was increased to 40. In 1797 the project of form- 
ing a library was adopted and the name of the society was changed to 
that of " Philermenian." The library had a very few volumes, but 
in 1800 at the anniversary exercises special exertions were made, so 
that sufficient funds were raised to purchase Dobson's Encyclopedia. 
This was considered as the " repository of all that is valuable to the 
scholar." The society had a case for its books in the same room in 



198 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

whicli was the university library. The society was limited to a mem- 
bership of 45. Ill 1800 tiiere were upwards of 100 students residing at 
the university, and anotlier society was organized, known as the 
"United brothers." Its constitution was similar to the " Philer- 
menian." These two societies were of course rivals, but the emulation 
on the whole was healthy and productive of good. The Philcrinenians 
were inclined to the Federal and the Brothers to the Republican party. 

A room was given to the I'iiilermenian Society in IIoi)e College ou 
its erection in 1823 and the library was removed to that building. 

Ill 1824 the Franklin Society Avas established. The reason for this 
organization was similar to that of the Brothers. That year a largo 
class had entered and, the membership of the other societies being 
limited, there was a demand for a third society. This society had an 
existence of ten years and was successful in accumulating a library of 
several hundred volumes. When the society disbanded an equal pro- 
portion of the members were elected to each of the other two. By a 
provision in the (charter the library was transferred to the university 
library. The two other societies continued to llourish. In 1841 a joint 
celebration was efi'ected. In 1849 the uumber of books in the Philer- 
nienian library was 3,224 and about the same number in that of the 
Brothers. 

Still another caiiso at that time C()ii1ri))ute(l very considerably to oiihaiico tiio 
practical value of an education at l?ro\vn Uni\ersity. There Avere then m the col- 
lege two literary societies, composed of undergraduates. These liad largo and valu- 
able libraries. These volumes were very generally read by the students. But the 
l)rincipal value of these societies was found in their frequent stated meetings for 
liractico in debate, and for reading and criticising compositions. Emulation was 
then excited in the useful arts of writing and speaking. The students thus accus- 
tomed themselves to think ujjon the great <iuestions of the day and acquired the 
power of using their knowledge so as most effectually to convince and i)er.suadG 
others. From these debates tiiey went forth to instruct society and to sway popular 
assemblies by their eloquence. Facts show that those who were then most activo 
in these societies as writers and debaters have since done most for themselves and 
for the world. Hero they trained their youthful faculties and acquired the skill 
which has since made tiicir power felt. From these societies th'jy looked out upon 
the theater before them and ])repared for the battles to bo fought and the work to 
be done in the great world of living men, where they were expecting to act their 
part. By these exercises the graduates of Brown University were i)rcpared, when 
they went forth into the world, very soon to acquire an enviable distinction as 
popular speakers, ready debaters, men of good sense, and actual power in the con- 
duct of alfairs. Ilenee the opinion, then widely prevalent, that for all practical 
purjioscs an education in Brown University was even more desirable than one in 
most of the other colleges. This result was in no small degree due to the president, 
who always looked upon these societies as important auxiliaries in his work and 
■warmly cherished them by his counsels and his encouragement. Wo are sorry that 
they are now so far abandoned. One of the best methods of practical training is 
here lost to the students. Wo do not believe that any ccjuivalent has been found in 
the secret societies that have taken their ][)lacc. Beyond all question it is a dis- 
grace to the students, if not to some higher powers, that those libraries are left, as 
they now are, to bo scattered, wasted, and utterly destroyed. 



BROWN UNIVERSITY. 199 

The Alpha of Rhode Island, of the Phi Beta Kappa, was established 
at Brown in 1830. 

The Greek-letter secret societies are representative of all the leading 
fraternities. They arc by reputation formed chiefly for literary pur- 
poses, and the leadiug ones maintain this standard. They have their 
periods of prosperity and adversity, and the study of any one will pre- 
sent an interesting phase of the society life. In the Liber Brunensis, 
the annual published by the secret societies, the followiDg fraternities 
are represented at Brown in the order of their establishment: 

Alpha Delta Phi, 1836 5 Delta Phi, 1838; Psi Upsilon, 1840; Beta 
Theta Pi, 1847; Delta Kappa Epsilon, 1850; Zeta Psi, 1852; Theta 
Delta Chi, 1853; Delta Upsilon, 1868; Chi Phi, 1872. 

ATHLETICS. 

The university has never had a gymnasium, and the want cf this has 
been sadly felt by the various classes. Said the president in one of 
his last reports : 

Wc continually suft'er great loss in the numbers, tho health, tlio mental power, 
and the morale of our students from tho lack of gymnasium privileges. 

The new gymnasium will supply this deficiency. The students have 
been compelled heretofore to use such privileges as the local gymna- 
siums of the city have afforded, but these have been at some distance 
from the college grounds. The middle campus is used for tennis, while 
Lincoln Field affords good opportunity for baseball and football. Brown 
has usually taken part in the various intercollegiate sports, but the lack 
of gymnasium facilities has been a heavy handicap. 

With a river near at hand which furnishes a magnificent course for 
boating, and a good campus for all field sports, and the gymnasium 
supplementing each, there is no reason why a healthy and a rational 
interest in athletics should not be developed. 

PROFESSOR LINCOLN. 

<-■ 

Were no special mention made of Prof. Lincoln, who has been asso- 
ciated witli the academic staff of the university longer than any other 
man, all the graduates of the past fifty years would feel that an essen- 
tial part of the sketch of Brown had been omitted. 

lie was the associate of Wayland, Sears, Caswell, Chace, Dunn, 
Diman, and many others who had the welfare of the university at heart 
and gave their best efforts to its advancement. 

Although he had attained a x)osition where he could rest on his well- 
won laurels, yet he still continued to guide and instruct the youth of 
Brown. How many were heard to remark " Prof. Lincoln will never 
grow old." So it was, and there was no younger man at the college 
than he. Genial and cordial, of a kindly disposition, he was one to whom 
the students were drawn by a feeling that here was a man who would 
sympathize Avith them and give them kindly advice. 



200 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Twice public recoguition was made of the esteem aud veneration in 
which he was held by the alumni. The first occasion was the celebra- 
tion of his fiftieth anniversary of his years of love aud labor at his 
alma mater. The exercises were crowned by the presentation to the 
university of the portrait of the professor. 

The second token of regard for Prof. Lincoln was the foundation of the 
" John Larkin Lincoln Fund." This suggestion was made and carried 
out by the New York alumni. During his life he received from the 
income of this fund the sum of $3,000 a year, in lieu of other college 
salary; the balance of the income during his life, and the whole of it 
after his death, was to be devoted to the general uses of the university. 

Prof. Lincoln is well known as an author of text-books and for 
public services of an academic nature. But he was best known and 
best remembered by those who sat under his instruction, and by those 
who came in contact with him socially. He was ever to all the Christian 
gentleman. 

Note. — Since the i)reparation of the manuscript on Brown University 
a few additions are necessary to bring it up to date. 

In 1891 the university voted that all its examinations should be open 
to women. In the following year all women holding bachelors' degrees 
and others who had obtained special permission were allowed to follow 
any of the courses of instruction that were intended for graduate stu- 
dents. There were also a considerable number of women who pre- 
sented themselves as candidates for undergraduate examinations; 
hence classes were formed for them, and the members were instructed 
by members of the academic staff. These educational facilities for 
women constitute a department of the university, but as yet it can 
hardly be called a woman's college, because the university only con- 
cerns itself officially with the examinations. The success and increas- 
ing attendance of this department indicate that the present quarters 
are too small. President Andrews asks for a fund of half a million 
dollars to equip and jendow this college. It is his wish that this enlarge- 
ment shall form no mere '^ annex," but that women shall have the full 
university status, and that they may enjoy all the educational advan- 
tages now offered to male students of the university. 

The Lyman gymnasium aflbrds the best facilities for physical train- 
ing. A director has charge of the work, and each student is obliged to 
take four hours per week in i)hysical culture. 

University extension is now in charge of a special director. Prof. 
Wilfred Harold Monroe, who has organized many centers in the sur- 
rounding towns and cities. 

The death of Prof. Lincoln in October, 1891, was a great blow to the 
college. For nearly fifty years he had been identified with Brown, and 
its welfare was very dear to him. A memorial volume published by 
his sou gives a sketch of his life and contains many of his essays. 



PART V. 

THE RHODE ISLAND COLLEGE OF AGEICULTURE AXD 

MECHAN^IC ARTS. ' 

HISTORY. 

In 1803 the Stato of Rliode Island received from the United States 
Government tlie land-grant scrip which gave to each State a portion 
of the public lands on condition that the proceeds derived from the 
sale of these lands be used for the endowment and support of an 
agricultural and mechanical college. The recipient of the land scrip 
in Rhode Island was Brown University. 

In 1887, through the passage of the Hatch Act, the State received 
815,000 for the purpose of establishing an experiment station in con- 
nection with its agricultural and mechanical college. When the State 
accepted the provisions of this act, a committee was appointed by the 
general assembly to investigate and report as to the best action to be 
taken by the State toward establishing this station, and at the same 
time to report on the disposition then being made of the income of the 
land-grant fund. The report of this committee, after much delibera- 
tion and many efforts to ascertain the opinions and wishes of the 
citizens of the State, was in favor of establishing a new institution, 
and connecting the experiment station with that, rather than with 
Brown University, the nominal land-grant college of the State. It 
was their opinion that the i)urpose for which the fund was given would 
be better served if it were given to the new institution, and they were 
of the belief that the university would willingly turn it over for that 
purpose. An act was accordingly passed, on March 23, 1888, establish- 
ing the Rhode Island Agricultural School, which was located at 
Kingston and entered its first class in September, 1890. 

In August, 1890, the L'nited States Congress passed the "new Mor- 
rill bill," appropriating for the further support of the agricultural and 
mechanical colleges a sum beginning with .$15,000 and continuing with 
a yearly increase of $1,000 until the annual appropriation should reach 
$25,000. In order that the Rhode Island Agricultural School might 
receive the benefit of this act, the general assembly of the State 
amended the chapter of the public statutes establishing the school, 
and incorporated the institution as the Rhode Island College of Agri- 
culture and Mechanic Arts. The new college, however, did not for a 
time receive the benefit of this fund, as Brown University filed with 

1 By President John H. Wasbburn. 

201 



202 HISTORY OF HIGHER EDUCATIO:^ IN RHODE ISLAND. 

general treasurer of tlie State a demand that all moneys received by 
him under the act of Congress, Angust 30, 1890, be paid to the treas- 
urer of that institution; and at the same time secured an injunction 
from the sui)reme court restraining him from paying the same to the 
treasurer of the agricultural college. The case was taken before the 
United States circuit court, and a decision was given in favor of the 
latter institution. The university, however, appealed to the United 
States Supreme Court, and the final disposition of the fund would have 
been greatly delayed had it not been for a new measure taken by the 
State in April, 1894. This was the passage by the general assembly 
of a compromise act, by which the state treasurer was authorized to 
pay to Brown University the sum of $10,000, in consideration of which 
that institution was to turn over to the State the $50,000 from the 
land-grant fund, and the accumulated Morrill fund, amounting to 
$88,000. This has been done, and the college now enjoys the benefit 
of these funds. Up to that time the institution had no means of sup- 
port outside of the State appropriations. 

COURSES OF STUDY AND FACILITIES FOR INSTRUCTION. 

As the state Agricultural School the institution oflered a three 
years' course, comprising two years of high school and one of col- 
lege work. The course included mathematics, language, science, agri- 
culture, horticulture, and mechanics, the latter consisting then of 
woodwork only. The first year opened with a class of 30 pupils, and 
the next year's class was equally large. The institution begiin its 
third year as the Rhode Island College of Agriculture and Mechanic 
Arts, with a new and moie advanced course of study. The length of 
the graduate course, leading now to the degree of bachelor of science, 
was changed to four years, and it is similar in character to that of the 
agricultural and mechanical colleges of other States. The graduate 
course, the same for all students durmg the freshman year, divides at 
that time into the agricultural and mechanical courses. They continue 
the same in many respects, but as the aim in one case is preparation 
for agricultural pursuits, and in the other for mechanical work, the 
course taken is modified to suit the end chosen by. the student, who 
must decide at the beginning of his sophomore year which line he 
wishes to follow. The work in language is similar throughout the 
course, and the two divisions study botany, physics, the first two terms 
of chemistry, astronomy, political economy, and pyschology together; 
but while the agricultural student goes on with chemistry and biology 
and takes up agriculture and kindred subjects, the mechanical student 
continues mathematics and takes up practical and theoretical mechan- 
ics. The agricultural student receives instruction in woodwork and 
carpentering, but does not go so far with ironwork, mechanics, and 
engineering. 



THE COLLEGE OF AGRICULTURE AND MECHANIC ARTS. 203 

In addition lo the graduate courses special courses are given for the 
benefit of those who can not take the full course in four years, or "who 
wish to give especial attention to a particular line of work. Young 
women may graduate by substituting work in language, art, or science 
for the practical agriculture and mechanics required of the young men. 
Tlie institution gives a short winter course in agriculture and mechanics, 
as inanj'^ who would like to avail themselves of the advantages ofiered 
by the college can be here only for a limited time during the winter. 
This course combines practical work in the shops with a certain amount 
of time spent in the recitation room, the proportion of practical and 
theoretical woi-t being fixed by the desire and ability of the student, 
subject to the approval of the faculty. No student, however, is allowed 
to take shop work alone, but must maintain a fair standing in at least 
one or two of the subjects presented in the lecture room. 

The aims, facilities, and methods of the instruction given by the col- 
lege may be seen in a brief account of some of the various departments. 

THE MECHANICAL DEPARTMENT. 

On a new basis and with increased means the work of the college 
has been extended in many directions. The cliange from Agricultural 
School to Agricultural and Mechanical College has made especially 
important the further development of the mechanical division, which 
has become a strong department of the institution. A mechanical 
building has been opened, containing a machine shop, well equipped 
with lathes, planes, drills, and other machinery and apparatus for iron- 
work, together with facilities for woodwork and the various branches 
of mechanical instruction, while a forge shop has been fitted up with 
forges, anvils, and the other tools necessary for that line of work. 

The mechanical instruction begins with gi^aded exercises in the car- 
r)enter shop, from which the student goes to the turning lathe and the 
machine saw, and in the sophomore year takes up constructions, 
mechanical drawing, and forging. The agricultural juniors continue 
forging and take up agricultural mechanics, while the mechanical men 
take lathe work, architectural drawing, strength of materials, and 
principles of mechanism, followed in the senior year by theoretical 
and applied mechanics, engineering, and mechanical practice. Many 
of the young women at the college have taken instruction in wood- 
carving. 

The work in mathematics begins with algebra and geometry in the 
freshman and trigonometry in the sophomore year. The mechanical 
juniors take up analytical and descriptive geometry and calculus, with 
calculus and astronomy in the senior year. The agricultural students 
also receive instruction in astronomy. 

Physics is taught during the sophomore year. The laboratory con- 
tains apparatus for the illustration of sound, light, heat, and electricity, 



204 HISTORY OF HIGHER EDUCA.TION IN RHODE ISLAND. 

wliicli arc taken up in the order named. The study of electricity and 
magnetism is continued during the junior year. The apparatus includes 
a solar lantern, which is also very useful for illustrated lectures, which 
are given in connection with many of the subjects taught in the vari- 
ous departments. 

THE AGRICULTURAL DEPARTMENT. 

The aim 6f the instruction in this dej^artment is to give theoretical 
and practical agricultural knowledge, and especially to impress upon 
the student the application of scientific principles to agriculture. The 
work of the freshman yeai- includes the study of farm buildings, tools 
and machinery, the arrangement of fields, fencing, and drainage. The 
sophomore year is given to the study of the breeds of live stock, with 
lectures on the care of farm crops. Two terms of the junior year are 
spent on the study of soils, manures, and fertilizers, and the agriculture 
of the senior year is devoted to the laws of breeding and stock feeding. 
This division of the college receives much benefit from the connection 
with the experiment station, as its farm and work are available for 
illustration and its library for reference. 

The horticultural department maintains a fruit and vegetable gar- 
den, including an orchard of 2G0 trees, a vineyard of 500 vines, and 
plantations of the smaller fruits, amounting in all to about 350 varieties. 
This department also has charge of the planting of shade trees about 
the college grounds, and the care of the walks and lawns. The instruc- 
tion consists of lecture-room exercises and practical work in the gardens. 

Botany and microscopy are taught during the sophomore and jimior 
years. The laboratory is equipped with compound microscopes, micro- 
meters, dissecting instruments, a microphotographiiig api)aratus, etc., 
with tables for laboratory work and cases for the apparatus and for the 
library of the department. 



The work of this department includes anatomy, physiology, zoology, 
and veterinary science, with political economy and psychology. The 
outfit of the division includes a manikin, a large model of the horse, 
and a number of smaller papier-mach6 models, various anatomical 
preparations, dissecting instruments, and other apparatus. The library 
contains a number of excellent works on biology, political economy, 
and psychology. 

LANGUAGE AND HISTORY. 

History is studied only during the freshman year. The first term is 
devoted to a review of American history and the remainder of the 
year to general history. 

English — comprising rhetoric, composition, and literature — is studied 
throughout the entire course. In the junior and senior years especial 



THE COLLEGE OF AGRICULTUEE AND MECHANIC AETS. 205 

attention is given to English and American literature^ the work of the 
senior year being largely elective. The library is of great advantage 
to this department, in the line both of history and literature. 

French is studied during the sophomore year, and is elective for the 
juniors and seniors. The work comprises grammar and composition, 
with the reading of short stories and poems. 

German is required during the junior year, and is elected by many 
of the seniors. The work consists of grammar, composition, conversa- 
tion, reading, and an outline of German literature. A few standard 
German works have been added to the library. 

AKT DEPARTMENT. 

The art department has been provided with a large and well-lighted 
studio, containing a large number of casts, models, drawings, and pho- 
tographs from the best examples of painting and sculpture, with bric-a- 
brac, draperies, screens, and other studio properties. The rooms are 
very conveniently arranged with cases for material and racks for the 
work of the pupils. A portion of the studio is devoted to an excellent 
library, which is of the greatest value to the art student. Charcoal 
drawing, beginning with casts and simple studies, is taken up by the 
freshman class and carried through the sophomore year, one term of 
which is given to clay modeling. The seniors are allowed to elect draw- 
ing, life work, and painting. One hour each week is given to rapid 
sketching from life, in which all are at liberty to take part. 



COURSE OF STUDY. 
Freshman year. Freshman year — Confiuiied. 



FIRST TERM. 

Hours. 

Algebra 5 

English 5 

Physical geograi)hy 3 

History 2 

Latin (elective) 3 

AFTERNOON. 

Agriculture ' 2 

Military drill - 1 

Bench work in wood 6 

SATURDAY. 

Military tactics 1 

Inspection 1 

Military drill- 1 



SECOND TERM 

Houra. 

Algebra 5 

English 5 

Physiology 3 

Latin (elective) 3 

History 2 

AFTERNOON. 

Bookkeeping and business law 5 

Woodwork 6 

Saturday, same as first term. 

THIRD TERM. 

Algebra and logarithms 3 

English 4 

Geometry 4 

Physiology 2 

History 2 

Latin (elective) 3 



' Farm management, buildings, fences, and tools. 

■^Military instruction will be given on the appointment of au officer by the War 
Department to the college. 



206 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 



COURSE OF STUDY -Continued. 



Freshman year — Continued. 
THIRD TEUM-ContiiiiuMl. 

AKTEUNOON. 

Honrs. 

Frco-limid drawing; 4 

Agriculture' 4 

Saturday, same as lirst term. 

Arjyiciiltiiral cw/o.sr, .sophomore year. 

FIRST TKRM. 

Geometry 5 

Agriculture - 



Physi( 



English 

Modern language' 
Latin (elective) . . 



AFTEItNOON. 

Modeling 

Free-liaud drawing 

Practical agriculture ^ 

Physical laboratory 

Wood turning 

Saturday, same as freshman year. 

SECOND TERM. 

Trigenoinetry 

Botany 

English 

Physics 

Modern language 

Latin (elective) 

AFTERNOON 

Mechanical drawing 

Constructions 

Wood turning 

Physical laboratory 

Saturday, same as first teruj. 

TniRD TERM. 

Surveying 

Physics 

Botany 

Modern language 

Chemistry (inorganic) 

Latin (elective) 

AFTERNOON. 

Phy.'^ical laboratory 

Practical surveying 

Experimental chemistry 

Saturdav, same as lirst term. 



3 
3 
2 
3 
3 

2i 

2 

2 

2 

3 



2i 
3 

2 



Mechanical coitr.-ic, nophomore year. 
FIRST TERM. 

ITonrs. 

Plane geometry 5 

Solid geometry 3 

Physics 3 

English 2 

Modern language " 3 

Latin (elective) 3 

AFTERNOO.N. 

Free-hand drawing 2 

Wood turning fi 

Physical laboratory 2 

Saturday, same as freshman year. 

SECOND TERiM. 

Trigonometry 3 

Botany 4 

English 2 

Physics 3 

Modern language 3 

Latin (elective) 3 

AFTERNOON. 

Mechanical drawing 2 

Forging 6 

Physical laboratorj^ 2 

Saturday, same as first term. 

THIRD TERM. 

Surveying 1 

Physios 3 

Botany ,5 

Modern language 3 

Chemistry 3 

Latin (elective) 3 

AFTERNOON. 

Experimental chemistry 2 

Physical laboratory 2 

Mechanical drawing 3 

Forging 3 

Saturday, same as first term. 

Ayricultural course, junior year. 
FIRST TERM."' 

Road construction and leveling 3 

Zoology and entomology 4 

Inorganic chemistry 3 

Modern language 3 

Horticulture 2 

Latin (elective) 



'Drainage, 2 Breeds of live atock. 

"Modern language will bo French or German ; a course in conversation, composi- 
tion, and scientific French and German is given. 

^Fanii crops and their cultivation. "^Saturdays, same as in freshman year. 



THE COLLEGE OF AGRICULTURE AND IMECHANIC ARTS. 207 



COURSE OF STUDY— Continued. 



Jgricultural course, junior year — Cont'd. 
FIRST TERM— Continued. 

.XFTEUXOON'. 

Hours. 

Qualitative analysi.s 4 

Practical horticulture 2 

Leveling and road surveying 3 

French (elective) 3 



■SECOXD TERM. ' 

English 

Agriculture - 

Organic chemi.stry 

Modern language 

Physiological hotany 

French (elective) 

Latin (elective) 



AFTEHNOON. 



Microscopy. 



Forging 

Qualitative analysis 

Tliir.D TERM. ' 

English 

Agriculture ^ 

Agricultural chemistry 

Modern language 

French (elective) 

Latin (elective) 



AFTERNOON. 

Chemical laboratory 

Elect 1 : 

Free-hand drawing 

Agricultural mechanics^... 
Botanical laboratory work. 



Mechanical course, junior year. 

FIRST TEEM.' 

Inorganic chemistry 

Analytical geometry 

Modern language 

Electricity and magnetism 

Descrii^itive geometry 

Latin (elective) 



AFTERNOON. 



Qualitative analysis 
Physical laboratory 
Lathe work 



Mechanical course, junior year — Cout'd. 

SECOXD TERM. ' 

Hours. 

English 1 

Analytical geometry 4 

Modern language 3 

Calculus 3 

Latin (elective) 

AFTERNOON. 

Qualitative analysis 6 

Lathe work 3 

Mechanical drawing 3 

THIRD TERM. ' 

English 4 

Calculus 3 

Strength of materials 2 

Modern language 3 

Principles of mechanism 3 

Latin (elective) 

AFTERNOON. 

Mechanical laboratory 2 

Architectural drawing 2 

Elect : 

Chemical labora tory 6 

Mechanical drawing 3 

Agricultural course, senior year. 
FIRST TERM. 
Anatomy and physiology of domestic 

animals, and Acterinary science.. . 5 
Political economy and science of 

government 4 

Modern language (elective) 3 

Agriculture ^ 3 

AFTERNOON. 

Apiary work 2 

Orations 1 

Art work (elective) 3 

SECOND TERM. 

Veterinary science 4 

Political economy and science of 

government 4 

Astronomy 4 

Market gardening 3 

Modern language (elective) 3 



AFTERNOON. 



Geologj' . 
Orations 



' Saturdays, same as in freshman year. 
2 Soils, manures, and fertilizers. 



^Wood or iron work. 

■* Stock breedinic and I'eedincr. 



208 ' HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 
COURSE OF STUDY— Continnod. 



AgricuUu)-(tl course, senior near — Cont'd. 
THIRD TEKM. 

Hours. 

Forestry and landsciipe gardening.. 2 

Geology 2 

Mental science 4 

Veterinary science 4 

Thesis \York 3 

Modern language (elective) 3 

AFTERNOON. 

Geology exmrsious 2 

Art work (elective) 3 

Mechanical course, senior year. 
FIKST TERM. 

Calculus 3 

Political economy and science of gov- 
ernment 1 

Theoretical and applied mechanics . 5 

Elect 1 : 

English literature 3 

Engineeiing 3 

Modern language 3 

Chsmistry 3 

AFTEKNOON. 

Orations 2 

Practice, mechanical 6 

Art vrork (elective) 3 



Mechanical course, senior i/car — Cont'd. 

SECOND TERM. 

Hours. 

Astronomy 4 

Political economy 4 

Theoretical andai)p]icd meclianits. . 4 
Elect 1 : 

English literature 3 

Modern language 3 

Engineering 3 

Chemistry 3 

AFTEIiXOON. 

Orations 2 

Practice, mechanical G 

THIRD TERM. 

Thesis work 3 

Mental science 4 

Theoretical and applied mechanics.. 5 
Elect 1 : 

English literature 3 

INIodern language 3 

Chemistry 3 

Engineering 3 

AFTERNOON. 

Practice, mechan ical 6 



BIBLIOGRAPHY. 209 

BIBLIOGRAPHY. 

In addition to the following works which have been consulted for in- 
formatiou, special recognition is due to William E. Foster, of the Provi- 
dence Free Public Library, and Amos Perry, of the Ehode Island His- 
torical Society. Through the courtesy of Augustine Jones, principal of 
the Friends' School, materials were furnished from j)rivate collections 
and from the records of the school. For information regarding Brown 
University acknowledgment is made to President E. B. Andrews, Prof. 
John L. Lincoln, and Dr. Reuben A. Guild, the librarian. 

History of the State of Rhode Island and Providence Phxntation. 2 vols. 3d edi- 
tion. New York, 1878. 

Records of the Colony of Rhode Island and Providence Plantations: Edited by J. 
R. Bartlett. 10 vols. Providence, 1856, and in succeeding years. 

A Catalogue of Books and other Publications Relating to the State of Rhode Island. 
John Russell Bartlett. Providence, 1864. 

Early Recollections of Newport, Rhode Island. From the year 1793 to 1811. George 
G. Chauning. Newport, 1868. 

Annals of the Town of Providence from its First Settlement to the Organization of 
the City Government in June, 1832. William R. Staples. Providence, 1843. 

Town and City Government of Providence. G. G. Wilson. Providence, 1889. 
(Pamphlet). 

Stephen Hopkins. William E. Foster. 

Files of the Providence Gazette, Newport Mercury, and the Providence Journal. 

SCHOOLS AND ACADEMIES. 

Reunion of the Young Ladies' High School, February 5, 1858. Reprinted from Bar- 
nard's American Journal of Education. June, 1858. 

Organization and proceedings of the Alumni Association of the New England Yearly 
Meeting School. This volume contains the account of the proceedings from the 
years 1859 to 1867. It also gives selections from the journals kept by two of 
the teachers who were at the t^chool when it was reorganized in Providence. 

History of the Town of East Greenwich. Dr. D. H. Greene. 

Historical Address delivered before the Alumni of East Greenwich Academy, June 22, 
1882. Dr. Henry E. Turner. (Pamphlet.) 

Dedicatory address by Rev. Augustus Woodbury. January 23, 1879. (Pamphlet.) 
This address was delivered at the dedicatory exercises of the normal school. 

A History of Public Education in Ehode Island from 1636 to 1876. Edited by T. B. 
Stockwell. Providence, 1876. 

Life and Recollections of John Howland, late president of the Rhode Island Histor- 
ical Society, By Edwin M. Stone. 
Among other sources of information regarding schools and academies are cata- 
logues, memorial addresses, records, local histories, newspaper files, and interviews 

with former or present princi^jals. 

BROWN UNIVERSITY. 

History of Brown University, with Illustrative Documents. Reuben A. Guild. 
Providence, 1867. This is the documental history of the University to the year 
1867. From the manuscripts and records in the archives of the University Dr. 
Guild has prepared this work. Tlie edition was limited to 300 copies. 

Life, Times, aud Correspondenceof James Manning, and the Early History of Brown 
University. Reuben A. Guild. Boston, 1864. From the Manning correspond- 
ence in the possession of Dr. Guild, this volume was edited. It is valuable for 
the early history of the University. 
1123 B I 14 



210 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 

Tho First Coiuineiicenient of Rhode Isliiiui College, aucl cs])cci.a]ly the Discussion of 
American Indejiendence, which constituted the prominent fiuiture of the com- 
mencement exercises. Reuben A. Guild, Collection of Rhode Island Historical 
Society, Vol. vii. Providence, 1885. 

Literary remains of Jonathan Maxcy. Romeo Elton, v. u. New York, 1844. 

Francis Waylaad. James O.Murray. American Religious Leaders series. Boston, 
1891. 

A Memoir of tho Life and Labors of Francis Waylaud, D. i>.. i.i.. d. By his suns 
Francis and H. L. Wayland. 2 vols. New York, 1867. 

Way land as a Metaphysician. North American Review, July, 18.55. 

Waylaud, Francis. Atlantic Monthly, January, 1868. 

A discourse in Commemoration of the Life and Character of tlie Hon. Nicholas Brown, 
delivered in the chapel of Brown University, Novembers, 1841. Francis Way- 
land. (Pamphlet.) 

Celebration of the One Hundredth Anniversary of the Founding of Brown University, 
Septemljcr 6, 1864. Providence, 1865. In addition to tlie full account of the 
proceedings of the celebration, numerous (juotations are given from the early 
records of the corporation. 

Brown University in the Civil War. A memorial. Henry Sweester Burrage. Prov- 
idence, 1868. 

Dr. Sears as a Theological Professor. Prof. O. S. Stearns, n. n. Baptist Quarterly 
Review, Vol. vi, 1883. 

Proceedings of the Trustees of the Peabody Educational Fund, 1874-1881, A^ol. II. 
Boston, 1881. 

A Discourse Commemorative of the Life and Services of Rev. Alexis Caswell, D. r>., 
LI,. D. June 19, 1877. Prof. John L. Lincoln. Providence, 1877. (Pamphlet.) 

Memiiir of J. Lewis Diman, compiled from his letters, journals, writings, and the 
recollections of his friends. Caroline Hazard. Boston, 1888. 

Orations and Essays, with selected parish sermons by tho Rev. J. Lewis Diman. A 
memorial volume edited by J.O.Murray. Boston, 1882. This volume has the 
meniorial discourse which was delivered by Prof, Murray at the request of the 
corporation. 

Prof. S. S. Greene, LL. D., by Reuben A. Guild. Baptist (Quarterly Review, Vol. v, 
188.3. 

George Ide Chace. A memorial edited by James O. Murray. Boston, 1886. 

William Gammwell. A biographical sketch, with selections from his writings. 
Edited by James O. Murray. Bostou, 1890. 

Charter of Brown University. Reuben A. Guild. Pamphlet reprinted from Bap- 
tist Quarterly Review, April, 1875. 

Brown University. Reuben A. Guild. The New England jNIagazine, January, 1886. 

Report to the corporation of Brown University on the changes in the system of 
collegiate education. Providence, 1850. This pamphlet of 76 pages contained 
the report of Dr. Wayland, who was chairman of the committee chosen by the 
corporation to consider the changes in the system of education. 

Exercises at the openii^g of Sayles Memorial Hall, Brown University, .June 4, 1881. 
(Pamphlet.) Providence, 1881. 

Collections of the "Liber Brunensis," the annuals published by the Greek letter 
fraternities. 

College catalogues and collections of the programmes of various academic exercises. 



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